Riassunto:
Digital technology has radically altered the way in which we live and work, but has not had a substantial impact on education. Ubiquitous Computing in Education explores the educational potential of ubiquitous computing initiatives that make digital tools available to students and teachers. Combining theory, research, and practice, this volume paints a broad picture of the field of ubiquitous computing in education, which focuses on the availability of digital tools for teachers and students to use anywhere and anytime to support teaching and learning. The book illustrates how to use theory and research to enhance technology integration, teaching practices, and student achievement. The significance of ubiquitous computing for teaching and learning is highlighted, as the text discusses why it is important, what it looks like, what the research tells us about it, and how ubiquitous computing can work in different types of learning environments today and in years to come.
This book is of interest to researchers and graduate students in educational technology, as well as teachers, administrators, policymakers, and industry leaders who can use the text to make essential decisions related to their respective roles in education.
Contents: Preface. Foreword. Part I: Introduction and Background: Why Should We Bother? M. van 't Hooft, K. Swan, D.L. Cook, Y. Lin, What Is Ubiquitous Computing? N. Shin, C. Norris, E. Soloway, Findings From Early Research on One-to-One Handheld Use in K-12 Education. D.D. Unger, D.L. Cook, Integrating Handheld Computers Into Special Education Service Delivery. Part II: Teaching and Learning in Ubiquitous Environments: What Does It Look Like? M. van 't Hooft, K. Anstadt, P. Jameson, J. Kelly, K. McClain, Now You See It, Now You Don't: Ubiquitous Computing Technology in K-12 Classrooms. L. Mifsud, Using Handheld Technology in a Norwegian Sixth/Seventh-Grade Classroom: Student Perceptions. W.R. Penuel, E. Lynn, L. Berger, Classroom Assessment With Handheld Computers. A.R. Crowe, Learning to Teach With Mobile Technology: A Teacher Educator's Journey. Part III: Ubiquitous Computing Research: What Do We Know? A.A. Zucker, A Framework for Studying 1:1 Computing Initiatives. J. Schenker, A. Kratcoski, Y. Lin, K. Swan, M. van 't Hooft, Researching Ubiquity: Ways to Capture It All. P. Vahey, D. Tatar, J. Roschelle, Using Handheld Technology to Move Between the Private and Public Interactions in the Classroom. N. Hupert, J. Heinze, Results in the Palms of Their Hands: Using Handheld Computers for Data-Driven Decision Making in the Classroom. I. Gado, M. van 't Hooft, Teachers' Views of Computer Technology for Inquiry-Based Science Instruction in the Developing Country of Benin in West Africa: (Im)possibilities, Prospects, Dilemmas, or Catch-22? Part IV: The Future of Ubiquitous Computing: How Can We Make It Work? K. Swan, A. Kratcoski, J. Schenker, D.L. Cook, Y. Lin, The Ubiquitous Computing Classroom: A Glimpse of the Future Today. I.R. Berson, M.J. Berson, Ubiquitous Mobile Phone Technology and Youth: Cross-National Findings. E. Dieterle, C. Dede, Building University Faculty and Student Capacity to Use Wireless Handheld Devices for Learning. Y. Rogers, S. Price, Using Ubiquitous Computing to Extend and Enhance Learning Experiences. M. van 't Hooft, K. Swan, Epilogue.
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