Technology and Learning : : Issues Vital to Address /

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

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 impl...

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Bibliographic Details
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)
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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.

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