LEADER 05102nam 22005655 450 001 9910254969003321 005 20220120002902.0 010 $a9789463006453 010 $a9463006451 024 7 $a10.1007/978-94-6300-645-3 035 $a(CKB)3710000000833774 035 $a(DE-He213)978-94-6300-645-3 035 $a(MiAaPQ)EBC4648899 035 $a(MiAaPQ)EBC4732340 035 $a(OCoLC)957156926 035 $a(nllekb)BRILL9789463006453 035 $a(Au-PeEL)EBL4732340 035 $a(CaPaEBR)ebr11320464 035 $a(CaONFJC)MIL950935 035 $a(EXLCZ)993710000000833774 100 $a20160818d2016 u| 0 101 0 $aeng 135 $aurnn#008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEducational Technology and Polycontextual Bridging /$fedited by Eyvind Elstad 205 $a1st ed. 2016. 210 1$aRotterdam :$cSensePublishers :$cImprint: SensePublishers,$d2016. 215 $a1 online resource (XIV, 172 p.) 311 08$a9789463006446 311 08$a9463006443 311 08$a9789463006439 311 08$a9463006435 320 $aIncludes bibliographical references at the end of each chapters. 327 $tPreliminary Material /$rEyvind Elstad --$tEducational Technology and Polycontextual Bridging /$rThomas Arnesen , Eyvind Elstad , Gavriel Salomon and Lars Vavik --$tToward Hybrid Learning /$rKristiina Kumpulainen and Anna Mikkola --$tThe Gaming Outliers /$rLisbeth M. Brevik --$tMicroblogging as Partner(s) in Teacher-Student Dialogues /$rIngvill Rasmussen --$tTeacher Support in Technology-Based Science Learning /$rAnniken Furberg and Jan A. Dolonen --$tBridging in Mathematics /$rAnders Kluge --$tI Am Connected, Therefore I Am /$rAndreas Lund --$tIt?s Not Just the Tool but the Educational Rationale That Counts /$rGavriel Salomon --$tTribute to Gavriel Salomon /$rHoward Gardner --$tTribute to Gabi Salomon /$rDavid Perkins --$tGavriel Salomon /$rDaniel Bar-Tal. 330 $aTechnology has become ubiquitous in nearly every contemporary situation, while digital media have acquired considerable importance in the lives of young people. Alongside their interest in digital media, schooling constitutes a core component of the life of children and adolescents. Youth?s use of digital media creates tensions between traditions and expectations of renewal within the school. The once-sharp divide between school and leisure time is eroding. How will the school as an institution relate to this comprehensive process of change known as the digital revolution? How can the school build a bridge between the world of youth and school material to enable students to learn in a new digital age? This endeavor is named polycontextual bridging in this book. What are the good examples of polycontextual bridging? What novel educational goals can be achieved by net-related activities when incorporated into the school, and how can out-of-school learning be successfully framed by educational purposes? These questions are addressed from different perspectives by several scholars in this book. The chapters in this volume offer the most thorough, up-to-date discussion on the challenges of technology use in school education. In tackling the critical issues created by technology, this book provides an important resource for student teachers, teachers, education scholars and those interested in a critical examination of digital expectations and experiences in school education. This book is motivated by a pressing need to come to grips with the dilemmas caused by an apparent clash of learning cultures in the individual classroom, in the schools, in the education of teachers, and in the institutions of teacher education. The book is also a tribute to Gavriel Salomon and his research on the cognitive effects of media's symbol systems, media and learning, and the design of cognitive tools and technology-afforded learning environments. The book also contains his masterpiece ?It?s not just the tool, but the educational rationale that counts?. Further, three internationally recognized experts ? Howard Gardner, David Perkins, and Daniel Bar-Tal ? describe Salomon?s remarkable academic contributions. This book is an attempt to explicate, illustrate, and critically examine the idea of polycontextual bridging between youth?s leisure cultures and school material to enable students to learn in a new digital age. The authors do not present a common front on the complex question of the proper use of information and communication technology in the school but instead present a diversity of arguments and viewpoints. The book is an attempt to raise questions and start a debate. 606 $aEducation 606 $aEducation 615 0$aEducation. 615 14$aEducation. 676 $a371.33 702 $aElstad$b Eyvind 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910254969003321 996 $aEducational technology and polycontextual bridging$92490529 997 $aUNINA