Inclusive Technology Enhanced Learning
Overcoming Cognitive, Physical, Emotional, and Geographic Challenges
Inclusive Technology Enhanced Learning draws together a remarkable breadth of research findings from across the field, providing useful data on the power of technology to solve cognitive, physical, emotional or geographic challenges in education. A far-ranging assessment, this book combines research, policy, and practical evidence to show what digital technologies work best for which learners and why.
Inclusive Technology Enhanced Learning takes a number of unique perspectives, looking at uses of digital technologies through a detailed learning framework; considering different groups of users and how they can be individually supported through digital technologies; and exploring how those who support different categories of learners can apply technologies to their specific support needs. This powerful meta-analysis of research on technology enhanced learning will be invaluable reading for anyone concerned with the impacts of digital technologies on learning across subject areas, age ranges, and levels of ability.
Table of Contents
Chapter 1 An overview of approaches taken in this book
Chapter 2 Educational digital technologies and learning
Chapter 3 Types of digital technologies and their applications in educational settings
Chapter 4 Groups of learners and impacts of digital technologies on learning
Chapter 5 Groups of mediators and uses of digital technology in supporting learners
Chapter 6 Conclusions and where next: Balance, balance, balance
Don Passey is a Senior Research Fellow in the Department of Educational Research at Lancaster University, UK.
“From his thorough and comprehensive review of recent evidence regarding the benefits of digital technologies in learning, Don Passey pinpoints the array of challenges facing educators and researchers, if the potential of the technological revolution is ever to be realised in practice.”—Sonia Livingstone, author of Children and the Internet and Professor of Social Psychology, Department of Media and Communications, London School of Economics and Political Science, UK
“Passey fully acknowledges the complexities of technology enhanced learning. He convincingly shows that it can only be understood through an in-depth and integrated analysis of technologies, learners, and human mediators.”—Jeroen J. G. van Merriënboer, Professor of Learning and Instruction, Maastricht University, The Netherlands