Educational technologies have revolutionized the learning and teaching environments. Offline/online applications and social media have changed the conventional learning and teaching habits and competencies. In terms of learners, it has been empirically proven that the use of educational technologies in the classroom make learning easier and more enjoyable. On the other hand, it also poses threats to students such as cyberbullying and online addiction. While exploiting the opportunities of technological use in the classroom, educators must also remain vigilant and formulate ways to overcome the challenges and risks brought by technology. Enriching Teaching and Learning Environments With Contemporary Technologies is an essential research publication that aims to present exemplary practices of technology use and their management in pedagogical purposes in learning and teaching environments. The book also analyzes problems that may arise and develops policies on educational technologies and the exploitation of technology with pedagogical purposes as part of the discussion to solve these challenges. Featuring a wide range of topics such as augmented reality, mass media, and religious education, this book is ideal for educators who want to use technology in class, educational administrators who have responsibilities for developing policies on educational technologies and managing the use of them, and researchers who want to carry out a deep investigation into the subject. Additionally, educational software developers, academicians, instructional designers, curriculum developers, education professionals, and students will also benefit from the research contained within the book.

Any quotation dictionary that includes an entry for "education" provides ample testimony that education is more than schools. From Aristotle to Oscar Wilde come warnings that education is no substitute for experience. Indeed, for some critics of schooling, we learn that formal education is antithetical to learning. "America's Schools and the Mass Media "collectively explore the contents of mass media and how it shapes educational programming and policy-making. The editors claim that American schooling for the past forty years has less to do with a learning agenda and pedagogy than with economic competition and national security. The editors and contributors to this important volume contend that American public schooling has historical roots as a crucible for democratic government. This ideal has not only grown increasingly suspect in recent years, but is now commonly assailed as a brake on both economic growth and intellectual excellence. The editors ask what minimum skills and knowledge one must possess in order to participate in the life of the nation, if not in the life of the mind. The essays by Gerald Grant, Bella Rosenberg, Charles T. Salmon, Joan Richardson, and Susan Tifft take direct aim at this issue, with surprising, but stimulating results. The volume begins with Myron Lieberman's "law" to wit, the "more important an educational question, the less people know about it." The remainder of the contributions aim Jo begin removing this law with a more salutary understanding. The twelve essays that constitute the work deal with the interplay of educational and media institutions; what students learn and how they learn it--with a special emphasis on the long and questionable history of corporate, special interest and government attempts to shape the beliefs of future citizens and present consumers. The volume closes with a full scale effort to review the nation's educational priorities, and how questions of school choice are entwined with those of media choice.

Leading authority on media literacy education shows secondary teachers how to incorporate media literacy into the curriculum, teach 21st-century skills, and select meaningful texts.

Children growing up in the 21st century need to understand the full range of media available to them, both as sources of information and entertainment, and as a means of communicating and sharing ideas. Embedded in the primary curriculum, media education enables children to become more fully literate for the digital age. Grounded in best classroom practice, this book aims to help you think about the role of media in children′s lives, and to teach about media effectively in your classroom. Three dimensions of media education for the 3-11 age range are highlighted : children′s own cultural experiences, the development of critical awareness, and opportunities for creative expression. The chapters are written by literacy advisors, leading academics, teacher-trainers and classroom practitioners. Topics covered include: - understanding children′s relationships with media and how to build on these constructively - getting to grips with "multimodality" - developing children′s critical skills through watching and analysing moving image media - broadening children′s experiences of different kinds of media and their media literacy - creative media activities that promote imaginative thinking and decision-making - the importance of social networking and social media and how to use these in the classroom In an increasingly digital world, media education is an essential part of good teaching, not just as a tool to teach the more traditional aspects of the curriculum, but in its own right as an essential part of literacy. This book is relevant to all teachers working in Primary schools, and will be particularly helpful for Literacy Co-ordinators.

In dit boek staan 130 praktische en creatieve activiteiten met kranten om te gebruiken met (jong-) volwassenen van halfgevord tot gevorderd niveau. De activiteiten bieden motiverende en uitdagende leeromgevingen en authentieke leermateralen.

This book explores the power of using media education to help urban teenagers develop their critical thinking and literacy skills. Drawing on his twenty years of experience working with inner-city youth at the acclaimed Educational Video Center (EVC) in New York City, Steven Goodman looks closely at both the problems and possibilities of this model of media education. Responding to our national concern about adolescents, literacy, media, and violence, Teaching Youth Media: Describes the changes schools and after-school programs need to make in order to create a media education that empowers students to change their world; Explores the intersection of literacy and culture as youth learn to analyze information from a variety of sources, including television, newspapers, books, films, school, church, and lives outside of school; Features case studies of students and teachers engaged in making video documentaries at EVC and in an alternative high school; Illuminates the practical day-to-day challenges faced by professional developers and teachers working to change the way education is practiced in their classes and schools.