Title: ICT Innovations
English | 2016 | ISBN: 3319257315 | 296 Pages
This book offers a collection of selected papers presented at the Seventh International Conference on ICT Innovations held in October 2015, in Ohrid, Macedonia, with main topic Emerging Technologies for Better Living. The conference gathered academics, professionals and industrial practitioners that work on developing the emerging technologies, systems, applications in the industrial and business arena especially innovative commercial implementations, novel application of technology, and experience in applying recent ICT research advances to practical solutions.
Title: Computer Science Teacher
English | 2017 | ISBN: 1780173946 | 281 Pages
Increased focus on computer science has recently brought about the new national curriculum in computing.
This book explores the role of Computer Science Teacher in a secondary school environment. An overview of secondary school computing is covered, along with what the role encompasses, the attributes, knowledge and skills required to be a success and useful standards, tools, methods and techniques you can employ. Case studies and quotes from schools and current teachers are also included.
“If you are either training to teach or already teaching the secondary computing curriculum, you will need to know what effective teaching of computing actually looks like. This book is for you. Throughout the book, you will discover the insights found and the journey undertaken by the author, as a head of department, as she transformed her department from teaching ICT to teaching computing. This text will not only help you teach computing in a way that places learners at the centre of your planning but also seeks to motivate, engage and inspire them with a love of the subject, show them the opportunities that computing can present them and how computing shapes their daily learning, rest and play. In addition, the text provides practical guidance and insights for those applying for either their first teaching post or seeking advancement as a secondary computing teacher.” – Andrew Csizmadia, Newman University, Senior Lecturer in Computer Science Education
Title: Screen Schooled
Authors: Joe Clement and Matt Miles
English | 2018 | ISBN: 1613739516 | 272 pages
Over the past decade, educational instruction has become increasingly digitized as districts rush to dole out laptops and iPads to every student. Yet the most important question, “Is this what is best for students?” is glossed over.
Veteran teachers Joe Clement and Matt Miles have seen firsthand how damaging technology overuse and misuse has been to our kids. On a mission to educate and empower parents, they show how screen saturation at home and school has created a wide range of cognitive and social deficits in our young people. They lift the veil on what’s really going on in schools: teachers who are often powerless to curb cell phone distractions; zoned-out kids who act helpless and are unfocused, unprepared, and unsocial; administrators who are influenced by questionable science sponsored by corporate technology purveyors. They provide action steps parents can take to demand change and make a compelling case for simpler, smarter, more effective forms of teaching and learning.
Title: Digital Technologies and Generational Identity
Editor: Sakari Taipale (Editor), Terhi-Anna Wilska (Editor), Chris Gilleard (Editor)
Routledge | English | 2018 | ISBN-10: 1138225975 | 224 pages
The short lifetime of digital technologies means that generational identities are difficult to establish around any particular technologies let alone around more far-reaching socio-technological ‘revolutions’. Examining the consumption and use of digital technologies throughout the stages of human development, this book provides a valuable overview of ICT usage and generational differences. It focuses on the fields of home, family and consumption as key arenas where these processes are being enacted, sometimes strengthening old distinctions, sometimes creating new ones, always embodying an inherent restlessness that affects all aspects and all stages of life.
Combining a collection of international perspectives from a range of fields, including social gerontology, social policy, sociology, anthropology and gender studies, weaves empirical evidence with theoretical insights on the role of digital technologies across the life course. It takes a unique post-Mannheimian standpoint, arguing that each life stage can be defined by attitudes towards, and experiences of, digital technologies as these act as markers of generational differences and identity.
It will be of particular value to academics of social policy and sociology with interests in the life course and human development as well as those studying media and communication, youth and childhood studies, and gerontology.