Technology and Learning : : Issues Vital to Address / / Rosemary Sage and Riccarda Matteucci.

• Superior document: Educational Research E-Books Online, Collection 2023
• VerfasserIn: Sage,Rosemary ,; Matteucci, Riccarda ,
• TeilnehmendeR: Matteucci, Riccarda ,
• Place / Publishing House: Leiden ;, Boston : : Brill,, 2024.; ©2024
• Year of Publication: 2024
• Edition: 1st ed.
• Language: English
• Series: Educational Research E-Books Online, Collection 2023.
• Physical Description: 1 online resource (325 pages)

This book unpicks how the growing role of technology in learning, particularly tools and machines designed to solve real-world problems, is impacting thinking and expression. Discussed are processes, which must be understood to apply technology tools successfully; practices, to determine how to implement effective technology support to assist thinking, communication, and collaboration; performance, in terms of student experiences of technology; and predictions, to outline and analyze current technology trends. Contributors are: Nigel Adams, Peter Chatterton, Stefano Cobello, Bozydar Kaczmarek, Elizabeth Negus, Juan Romero and Tamas Rotschild

Table of Contents

Intro -- Contents -- Foreword: General Perspective: What Helps or Hinders -- Foreword: Perspectives on the Complexities of Digital Innovation and Transformation -- Foreword: An Educational Perspective -- Foreword: A Business Perspective: Facing the Future -- Foreword: Teaching for the New Industrial Age: The Europole System -- Preface -- Background Perspectives -- Note -- References -- Figures and Tables -- Figures -- Tables -- Prologue -- References -- 1 Technology Issues -- 2 Technology Warnings -- 3 The Wider Context -- 4 Content -- References -- Laying the Groundwork: The Issue of Consciousness -- Abstract -- 1 Introduction -- 2 When Did This Start and How? -- 2.1 Purpose of Life: Its Own Maintenance -- 2.2 Bacteria, Viruses and Plants -- 2.3 Nervous System -- 3 Being, Feeling and Knowing -- 4 Intelligence, Mind-Perspective and Feelings -- 4.1 Intelligence -- 4.2 Mind and Perspective -- 4.3 Feelings -- 4.4 What Do They Stand For? -- 5 Consciousness -- 6 Artificial Intelligence (AI) towards Conscious Machines -- 7 Federico Faggin's View on Consciousness -- 7.1 New Vision -- 7.2 Quantum Information-Based Panpsychism (QIP) Theory, Bit, Quantum Bit (Qubit), Entanglements -- 7.3 One, Seity, Conscious Unit (CU) -- 7.4 Quantum Information -- 7.5 Consciousness as Quantum Phenomenon -- 7.6 AI -- 8 Review -- Notes -- References -- Part 1: The Processes of Learning -- Introduction to Part 1 -- 1. What Do We Communicate? Thinking Processes in a Technology Era -- Abstract -- 1 Introduction: How We Think -- 2 An Example of Basic Thinking -- 3 Narrative Thinking and Language Structure -- 4 Evidence of Thinking Problems -- 5 What to Consider -- 6 How Narrative Language Works for Thinking -- 7 Language Knowledge -- 8 How We Assemble Information -- 9 Thinking about Thinking -- 10 Decision-Making -- 11 Developing Language and Thinking -- 12 Issues to Consider.

12.1 Clarity -- 12.2 Climate -- 12.3 Choices (Approaches Assisting Thinking &amp -- Communication) -- 12.4 Sharing Experience -- 13 The Role of Higher Education Leaders -- 14 Theories of Thinking and Language -- 15 Review -- Notes -- References -- Appendix A -- COGS Narrative Levels Differentiate Classroom Tasks with Story/Video Clips for Stimuli -- Fill in the Blanks -- 2. What Are Learning and Remote Learning Processes? -- Abstract -- 1 What Is Learning and Remote Learning? -- 2 How to Use the Five Learning Senses -- 2.1 Sight -- 2.2 Hearing -- 2.3 Touch -- 2.4 Smell -- 2.5 Taste -- 3 Communication Is Key to Effective Learning -- 4 Peer Support for Learning -- 4.1 Brain Development Opportunities -- 4.2 The Goals of Education -- 5 What Is Remote Learning? -- 6 Review -- Notes -- References -- 3. Why Technology Makes Learning Processes Difficult -- Abstract -- 1 Introduction: Communication Issues -- 2 What Are the Problems Processing Quantities of Talk and Text? -- 3 E-learning -- 4 Equality: High Level Language Deficiency (HLLD) -- Attract -- Images -- Design -- Comedy -- Interaction -- Expectations -- Understanding -- 5 Review -- Notes -- References -- Part 2: The Practices of Learning -- Introduction to Part 2 -- 4. Teaching Practice for the New Industrial Age: The Europole System -- Abstract -- 1 Introduction - Education for Robotics: The Context -- 2 The Robotic Approach -- 3 Criteria for Development -- 4 Project Implementation -- 5 Lesson Structure -- 5.1 Examples of Robot Projects in School Practice -- 6 University Visits -- 6.1 Università degli Studi di Cassino, South Italy -- 6.2 La Sapienza University of Rome, Mid Italy -- 6.3 Università Degli Studi di Firenze, North Italy -- 7 The Nao Robotic International Challenge -- 7.1 Semi-finals for Italian Schools, February, 2019: The Faculty of Engineering, University of Florence -- 8 Comment.

9 Review -- 10 Main Points from the Project -- Note -- 5. Technological Aids and Practice during the Pandemic and After -- Abstract -- 1 Introduction -- 2 Interconnected Reality -- 3 How Well Do We Know Reality? -- 4 Ordered and Unordered Systems -- 5 What Strategies Are Suitable for Ordered and Unordered Systems? -- 6 What Is a Complex System in Education? -- 7 How Can We Help New Generations to Move around inside Complex Systems? -- 8 Review -- Note -- References -- 6. The False Practice of Web Information: What to Consider When Accessing Internet Sources -- Abstract -- 1 Introduction: The Background to Fake News -- 2 Evaluating Web Sources -- 2.1 Employ Trustworthy Sites -- 2.2 Check Author Identity -- 2.3 Appraise the Article -- 2.4 Look for Primary Source Evidence -- 2.5 Evaluate the Top Level Domain (TLD) -- 3 The Background to False Information -- 4 The Danger to Universities -- 5 Modern Hypocrisy -- 6 Two Opposing Groups of People -- 7 Review -- Notes -- References -- Part 3: Performance in Learning -- Introduction to Part 3 -- 7. Perfect Performance with Technology: Rosemary Sage and Riccarda Matteucci -- Abstract -- 1 Introduction: What Is the Communication Process? -- 2 What Are the Communication Competencies? -- 2.1 Knowledge of Informal and Formal Communication -- 2.2 Self-awareness -- 2.3 Audience Awareness -- 2.4 Manner -- 2.5 Connection -- 2.6 Structure -- 2.7 Verbal Ability -- 2.8 Non-verbal Ability -- 2.9 Listening -- 2.10 Feedback -- 2.11 Planning: The Time for Questions -- 2.12 Presentation: The Structure of the Teaching Session -- 2.13 Performance -- 2.14 Camera Angle -- 2.15 Consider the Audience -- 2.16 Smile and Make Eye Contact -- 2.17 Posture and Appearance -- 2.18 Grab Attention -- 2.19 Voice -- 2.20 Delivery -- 2.21 Questions -- 3 Review -- References -- Appendix A: Example of a Pre-lecture Information Sheet.

Course: Understanding Communication -- Module: Phatic Communication -- Module Aim -- Questions to Answer -- Useful Reference Texts for the Three Areas -- Assessment -- Pre-lecture Task -- Post-lecture Task -- Competencies -- 8. Experiences of Learning Performance -- Abstract -- 1 Student Survey - Italian Student Reflections on Their Post-Pandemic Learning Experiences (Riccarda Matteucci) -- 1.1 Background and Methodology -- 1.2 The Results -- 1.3 Discussion -- 1.4 Summary of Student Comments -- 1.5 Recommendations -- 1.5.1 Concentration -- 1.5.2 Active Learning -- 1.5.3 The Flipped Classroom -- 1.5.4 Assessment -- 1.5.5 Training -- 2 Case Studies - Experiences of Learning (Rosemary Sage) -- 2.1 Teacher Experiences, Part 1 -- 2.2 What Do International Reports Indicate? -- 2.3 Why Do Devices Hinder Learning? -- 2.4 Can Technology Help Build Knowledge? -- 2.5 Comment -- 2.6 Introduction: Student Experiences -- Molly: Age 10 years, at a village primary school in middle England -- Ajay: Age 15 years at a London secondary school -- Mattia: Age 18 years, in the last year of a secondary school in a city in the north of England -- Vicky: A second-year undergraduate psychology student from East Anglia -- Donald: A post-graduate student at a university in the south of England -- 2.7 Summary Comment -- 2.8 Review -- 2.9 Recommendations -- Notes -- References -- Appendix A -- Questionnaire I (for biennio Students) -- Questionnaire II (for triennio Students) -- 9. Communication Performance in a Technology World -- Abstract -- 1 Introduction -- 2 Issues about Speaking -- 3 Problems of Communicating in an Age of Increasing Technology -- 4 Organising Strategies for Information -- 5 Principles When Communicating Information -- 6 Pandemic Issues -- 7 Implications for Underdeveloped Communication -- 8 Review -- Notes -- References -- Part 4: Predictions for the Future.

Introduction to Part 4 -- 10. Predicting Generalist Not Specialist Routes for Education and Technology -- Abstract -- 1 A General Background -- 2 The Generalist-Specialist Debate in the Pandemic -- 3 Education Bureaucrats Show No Value for Independent Thinking -- 4 Generalists vs. Specialists -- 4.1 Knowledge Level -- 4.2 Organisation -- 4.3 Progressiveness -- 4.4 Transferable Competencies -- 5 Pros and Cons of a Generalist -- 6 Pros and Cons of the Specialist -- 7 Roles of Generalists and Specialists -- 8 Comment -- 9 Developing Interconnections -- 10 Disadvantages of a Generalist -- 11 Why Is a Generalist Approach Necessary in Education? -- 11.1 Generalising Specialist -- 11.2 Specialising Generalist -- 12 The Sampling Period -- 13 Research Studies -- 14 Problems Arising from a Lack of Sampling Opportunity -- 15 Practice Not Talent -- 16 Review -- Notes -- References -- 11. Predicting How Humans and Machines Will Evolve? -- Abstract -- 1 Introduction -- 2 Merging of Machine Capability and Human Consciousness -- 3 Can Humans and Machines Exist in Harmony? -- 4 What Is Human Intelligence? -- 5 Group Conflicts -- 6 Ways to Co-exist -- 7 The Issue of Ethics -- 8 Review -- References -- 12. Predictive Protocols for Teacher and Student Support -- Abstract -- 1 Suggestions for Self-care: Relevant for Teachers and Students -- 1.1 Accept Yourself but Aim to Improve -- 1.2 Be Thankful -- 1.3 Emotional Distancing Is Not a Necessity of the Required Social Distancing of the Pandemic -- 1.4 Think Positive -- 1.5 Make Relaxation a Routine -- 1.6 Do Enjoyable Things Daily -- 1.7 Manage Expectations -- 1.8 Consider Boundaries That Everyone Can Respect -- 1.9 Assess the Mood of the Group You Are Dealing With -- 1.10 Support Can Always Be Found -- 2 Comment -- 3 Ways to Support Student Healing -- 3.1 Listening.

3.2 Building Educational Equality from Teacher Diversity.