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Pedagogical Applications and Social Effects of Mobile Technology Integration, by Jared Keengwe
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With the rapid development of emerging technology tools, the digital nature of learning environments continues to change traditional forms of education. Therefore, knowledge of these changes for incorporation into classroom instruction is necessary.Pedagogical Applications and Social Effects of Mobile Technology Integration analyzes possible solutions over the concerns and issues surrounding mobile technology integration into the classroom. This book is an essential resource for professionals, researchers, and technology leaders interested in providing a direction for the future of classroom technology.
- Sales Rank: #4753423 in Books
- Brand: Brand: IGI Global
- Published on: 2013-02-28
- Original language: English
- Number of items: 1
- Dimensions: 11.02" h x .88" w x 8.50" l, 2.55 pounds
- Binding: Hardcover
- 349 pages
- Used Book in Good Condition
Review
This book highlights two important technological issues for schools to consider: what is their capacity to integrate mLearning devices with their existing platforms, and will the school provide the device or ask students to use their own (197). For administrators and faculty who want to investigate mLearning, chapter 13 Quality Education for Children, Youth, and Adults Through Mobile Learning, and chapter 14 The Changing Roles of Faculty and Students when Mobile Devices Enter the Higher Education Classroom, provide an excellent introduction to the field, suggest implications for pedagogical practices, and outline advantages and challenges of this technology for learning. Recommended for theological libraries which support institutions with online education programs. --Jonathan C. Roach, St. Thomas University (USA), Journal of Reflective Teaching
About the Author
Dr. Keengwe is a faculty member in the department of Teaching and Learning at the University of North Dakota (UND). He previously taught at Muskingum University (Ohio) and Indiana State University where he also received his PhD in Curriculum and Instruction (Educational Technology Emphasis). His primary research areas include instructional technology integration and constructivist pedagogical approaches to teaching and learning. His research has resulted in at least 100 publications in refereed journals and conference proceedings. He is the co-editor of ""Adult Learning in the Digital Age: Perspectives on Online Technologies and Outcomes"" and Virtual Mentoring for Teachers: Online Professional Development Practices.
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