The Wiley Handbook of Learning Technology

Learning technology has long been divided into two camps: the theoretical study of the technology of learning and the practical study of the use of technology in learning. The Wiley Handbook of Learning Technology encompasses both of these perspectives, providing an authoritative overview of this burgeoning field. This volume covers the broad scope of educational and instructional technology from foundational theories and practices to challenges, trends, and future developments. Individual chapters tackle timely and controversial subjects, such as gaming and simulation, security, lifelong learning, distance education, learning across education settings, and the research agenda.

With 32 original and comprehensively referenced essays written by leading experts from around the world, the Wiley Handbook of Learning Technology will serve as the ideal entry point for learning technology novices, a comprehensive reference for scholars and researchers, and a practical guide for education and training practitioners.

Acknowledgements

Editorial Advisory Board

Notes on Contributors

Foreword: Thomas C. Reeves

Chapter 1:Mapping the field and terminology
Nick Rushby and Dan Surry

Chapter 2: How people learn
Jeroen van Merriënboer

Chapter 3: What is technology?
Martin Oliver

Chapter 4: Learning theory and technology: a reciprocal relationship
Peggy A Ertmer and Timothy Newby

Chapter 5: Evolution of learning technologies
Maggie McPherson

Chapter 6: Learning technology at home and pre–school
Lydia Plowman

Chapter 7: Problem spaces
Keith Turvey and Norbert Pachler

Chapter 8: Learning technology in higher education
Johannes Cronje

Chapter 9: Learning technology in business and industry
Clark Quinn

Chapter 10: Educational technologies in distance education: off–campus and online, but on course?
Yoni Ryan and Colin Latchem

Chapter 11: Learning Technology and Lifelong Informal, Self–Directed and Non–Formal Learning
Colin Latchem

Chapter 12: Learning with technologies in resource constrained environments
Dick Ng ambi and Vivienne Bozalek

Chapter 13: Competencies for Designers, Instructors, and Online Learners
Barbara L. Grabowski, Michael Beaudoin and Tiffany A. Koszalka

Chapter 14: Digital learning environments
George Veletsianos

Chapter 15: How to Succeed with Online learning
Phil Green

Chapter 16: Diversity and inclusion in the Learning Enterprise: Implications for Learning Technologies
Robbin Chapman

Chapter 17: Sins of omission the search for missing signs by abandoned e–learners
Ruth Gannon–Cook

Chapter 18: Equity, Access and the Digital Divide in Learning Technologies Historical antecedents, current issues and future trends
Marshall Jones and Rebecca Bridges

Chapter 19: University learning technology control and security: requires teamwork to succeed
Don Tharp and Greg Chamberlain

Chapter 20: The design of learning
Daniel Spikol

Chapter 21: Mobile learning and social networking
John Traxler

Chapter 22: The Utility of Games for Society, Business and Politics: A Frame–Reflective Discourse Analysis
Igor Mayer, Harald Warmelink and Qiqi Zhou

Chapter 23: The investment in learning technologies. Evidencing value for money?
Jane Massy

Chapter 24: Technology Planning in Schools
David Ensminger

Chapter 25: Surviving the Next Generation of Organizations as Leaders
Eugene Kowch

Chapter 26: Futureproofing
Steve Harmon and Wayne Dennison

Chapter 27: Towards a research agenda for Educational Technology Research
Paul Kirschner and Liesbeth Kester

Chapter 28: The dystopian futures
Neil Selwyn

Chapter 29: Utopian futures for learning technologies
Marcus Childress

Index

Nick Rushby is Editor of the British Journal of Educational Technology and Director of Conation Technologies, a strategic training consultancy working in the area of technology based training that he co–founded in 2001. A former editor of Programmed Learning and Educational Technology and Interactive Learning International, he has written and edited numerous books on CBL and CBT.

Dan Surry is Associate Dean for Curriculum and Assessment in the Harrison School of Pharmacy at Auburn University. Associate Editor, and past Editor–in–Chief, of the journal TechTrends and a former North American Corresponding Editor for the British Journal of Educational Technology, Dr. Surry is the co–editor of Technology Integration in Higher Education: Social and Organizational Aspects (with R. Gray Jr. and J. Stefurak, 2010) and Technology as a Tool for Diversity Leadership: Implementation and Future Implications (with J. Lewis and A. Green, 2012).