LEADER 04577nam 22006255 450 001 9910484438803321 005 20240508190627.0 010 $a9783319024202 010 $a3319024205 024 7 $a10.1007/978-3-319-02420-2 035 $a(CKB)3710000000087506 035 $a(EBL)1697874 035 $a(OCoLC)880131980 035 $a(SSID)ssj0001177208 035 $a(PQKBManifestationID)11673058 035 $a(PQKBTitleCode)TC0001177208 035 $a(PQKBWorkID)11138888 035 $a(PQKB)11341492 035 $a(MiAaPQ)EBC1697874 035 $a(DE-He213)978-3-319-02420-2 035 $a(PPN)176748660 035 $a(EXLCZ)993710000000087506 100 $a20140204d2014 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDesigning Learning for Tablet Classrooms $eInnovations in Instruction /$fby Donovan R. Walling 205 $a1st ed. 2014. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2014. 215 $a1 online resource (144 p.) 300 $aDescription based upon print version of record. 311 08$a9783319024196 311 08$a3319024191 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aIntroduction -- Chapter 1: ?i? Is for Innovation -- Chapter 2: Tablet Technology as a Moving Target -- Chapter 3: Who?s the Learning Designer Here? -- Chapter 4: Framing the Learning Design Approach -- Chapter 5: Analyzing the Learning Environment -- Chapter 6: Designing Learning that Capitalizes on Tablet Technology -- Chapter 7: Developing Activities that Match Learning Needs -- Chapter 8: Implementing the Learning Design -- Chapter 9: Evaluation?Before, During and After -- Chapter 10: Are eTextbooks More than Books? -- Chapter 11: Tablet Computer Reading?the How?s -- Chapter 12: Tablet Computer Reading?the What?s -- Chapter 13: Are Apps a Good Fit for Learning Goals? -- Chapter 14: The Immediacy of Connectivity?Pluses and Pitfalls -- Chapter 15: Using Tablet Technology for Multisensory Learning -- Chapter 16: Can Virtual Be as Effective as Real? -- Chapter 17: From the Tablet to the Big Picture -- Chapter 18: Tablet Take-Home Strategies -- Chapter 19: Do You Moodle? -- Chapter 20: Tackling Trouble in the Tablet Classroom. 330 $aThe versatile, cost-effective technology of the tablet computer has proved to be a good fit with the learning capabilities of today's students. Not surprisingly, in more and more classrooms, the tablet has replaced not only traditional print materials but the desktop computer and the laptop as well. Designing Instruction for Tablet Classrooms makes sense of this transition, clearly showing not just how and why tablet-based learning works, but how it is likely to evolve. Written for the non-technical reader, it balances elegant theoretical background with practical applications suitable to learning environments from kindergarten through college. A wealth of specialized topics ranges from course management and troubleshooting to creating and customizing etextbooks, from tablet use in early and remedial reading to the pros and cons of virtual field trips. And for maximum usefulness, early chapters are organized to spotlight core skills needed to negotiate the new design frontier, including: Framing the learning design approach. Analyzing the learning environment. Designing learning that capitalizes on tablet technology. Developing activities that match learning needs. Implementing the learning design. Conducting evaluations before, during, and after. This is proactive reading befitting a future of exciting developments in educational technology. For researchers and practitioners in this and allied fields, Designing Instruction for Tablet Classrooms offers limitless opportunities to think outside the box. 606 $aEducational technology 606 $aLearning, Psychology of 606 $aDigital Education and Educational Technology 606 $aInstructional Psychology 615 0$aEducational technology. 615 0$aLearning, Psychology of. 615 14$aDigital Education and Educational Technology. 615 24$aInstructional Psychology. 676 $a370 676 $a371.3 676 $a371.33 676 $a371.334 700 $aWalling$b Donovan R$4aut$4http://id.loc.gov/vocabulary/relators/aut$01224750 906 $aBOOK 912 $a9910484438803321 996 $aDesigning Learning for Tablet Classrooms$92843767 997 $aUNINA