International Handbook of Literacy and Technology. Volume II

Sonst. Personen	McKenna, Michael C. (Hrsg.); Labbo, Linda D. (Hrsg.); Kieffer, Ronald D. (Hrsg.); Reinking, David (Hrsg.)
Titel	International Handbook of Literacy and Technology. Volume II
Quelle	(2006), (440 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-8058-5087-1
Schlagwörter	Educational Technology; Computer Software; Internet; Teacher Education; Faculty Development; Literacy Education; Media Literacy; Technological Literacy; Reading Difficulties; Reading Comprehension; Educational Policy; Foreign Countries; Online Courses; Access to Information; Professional Development; Technology Uses in Education; Reading Instruction; Family Literacy; Spelling; Vocabulary Development; Second Language Learning; Achievement Gap; Writing Instruction; Nontraditional Students; Evaluation Methods; Netherlands; Australia; China + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Lehrerausbildung; Lehrerbildung; Media skills; Medie competence; Medienkompetenz; Technisches Wissen; Reading difficulty; Leseschwierigkeit; Leseverstehen; Politics of education; Bildungspolitik; Ausland; Online course; Online-Kurs; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Leseunterricht; Schreibweise; Wortschatzarbeit; Zweitsprachenerwerb; Schreibunterricht; Niederlande; Australien
Abstract	This "Handbook" provides a comprehensive and international representation of state-of-the art research, theory, and practice related to principal areas in which significant developments are occurring in the study of literacy and technology. It offers a glimpse of the commonalities faced by literacy educators around the world, together with specific challenges raised by unique circumstances. Volume I of this "Handbook" endeavored to lay essential groundwork for the study of literacy and technology; it retains an explanatory value that will not weaken over time. Volume II differs considerably in conception. It assumes for the most part a higher level of expertise on the part of readers, and the projects and applications described by the contributors are characterized by greater sophistication. The scope of technology use is broader, and the challenges that have emerged are in sharper focus. A powerful feature of this volume is the addition of commentaries from experts across the field on the potential of technology in key dimensions of literacy. The title of Volume II has changed slightly to reflect the inclusion of contributions on a broad geographic basis. It is now a truly international Handbook, with chapter authors from six countries and five continents. The "International Handbook of Literacy and Technology: Volume II" is organized in five sections: (1) The Role of Technology in the New Literacies; (2) Technology Applications with Specific Populations; (3) Literacy Software and the Internet; (4) Teacher Education and Professional Development; and (5) The Potential of Technology in Key Dimensions of Literacy. The effects of technology on literate activity have been both sweeping and subtle, marked by an increasing variety of changes that are difficult to evaluate and project. Perhaps the only prediction that can be offered with certainty is that the impact of technology is irreversible. Specific changes may come and go, but literacy and technology seem inextricably linked. This "Handbook" is dedicated to that linkage and to examining the intricacies that define it. "International Handbook of Literacy and Technology: Volume II" is an essential reference for researchers, professionals, and students in reading/literacy education, literacy and technology, educational technology, and related areas, and will serve well as a text for upper-level and graduate courses on these topics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01