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Richard Clark’s observation that “...media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition” is as misunderstood today as it was when first published in the Review of Educational Research in 1983. The convincing if little read scientific evidence presented by Clark has divided the field and caused considerable concern, especially among the providers of newer media for learning.A collection of writings about the “media effects debate,” as it has come to be called, was published in 2001. Edited by Clark, Learning From Media was the first volume in the series “Perspectives in Instructional Technology and Distance Education.” The series editors are convinced that the writings of Clark and those who take issue with his position are of critical importance to the field of instructional technology, Thus, a revised, second edition of Learning From Media is now being offered.The debate about the impact of media on learning remains a fundamental issue as new mediated approaches to teaching and learning are developed, and Clark’s work should be at the center of the discussion. The critical articles on both sides of this debate are contained in Learning From Media, 2nd Edition.

Richard Clark’s observation that “...media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition” is as misunderstood today as it was when first published in the Review of Educational Research in 1983. The convincing if little read scientific evidence presented by Clark has divided the field and caused considerable concern, especially among the providers of newer media for learning.A collection of writings about the “media effects debate,” as it has come to be called, was published in 2001. Edited by Clark, Learning From Media was the first volume in the series “Perspectives in Instructional Technology and Distance Education.” The series editors are convinced that the writings of Clark and those who take issue with his position are of critical importance to the field of instructional technology, Thus, a revised, second edition of Learning From Media is now being offered.The debate about the impact of media on learning remains a fundamental issue as new mediated approaches to teaching and learning are developed, and Clark’s work should be at the center of the discussion. The critical articles on both sides of this debate are contained in Learning From Media, 2nd Edition.

Media, Learning, and Sites of Possibility provides new insights into the relationships between youth, pedagogy, and media, and points to unexamined possibilities for teaching, learning, and ethnographic research that emerge when media – including computer technologies, photography, popular music, and film – become central features of learning spaces that youth occupy. Through six empirically driven essays, all written by new scholars in the fields of literacy, media, technology, and youth culture, this book surveys a variety of learning environments, methodological approaches, and forms of media engagement.

Specific, realistic strategies for integrating technology and media into the PK-12 classroom Using the ASSURE lesson plan model, Instructional Technology and Media for Learning, 12th Edition, demonstrates how to implement a complete range of technology and media formats that can be used to support and enhance teaching and learning. Written from the viewpoint of the teacher, the text highlights everyday teaching challenges and shows educators practical solutions for incorporating technology and media into their classroom. Examples are drawn from elementary and secondary education, covering a wide range of content areas. The 12th Edition keeps readers up to date with recent innovations in technology and media, including mobile, Web 2.0, social media, copyright issues, coding as literacy, transdisciplinary learning, artificial intelligence, and augmented reality. Expanded and revised discussions help teachers consider appropriate technology that aligns with content standards while meeting the learning needs of all students. Instructional Technology and Media for Learning, 12th Edition is also available via Revel™, an interactive learning environment that enables students to read, practice, and study in one continuous experience.   

Specific, realistic strategies for integrating technology and media into the PK-12 classroom Using the ASSURE lesson plan model, Instructional Technology and Media for Learning, 12th Edition, demonstrates how to implement a complete range of technology and media formats that can be used to support and enhance teaching and learning. Written from the viewpoint of the teacher, the text highlights everyday teaching challenges and shows educators practical solutions for incorporating technology and media into their classroom. Examples are drawn from elementary and secondary education, covering a wide range of content areas. The 12th Edition keeps readers up to date with recent innovations in technology and media, including mobile, Web 2.0, social media, copyright issues, coding as literacy, transdisciplinary learning, artificial intelligence, and augmented reality. Expanded and revised discussions help teachers consider appropriate technology that aligns with content standards while meeting the learning needs of all students. Instructional Technology and Media for Learning, 12th Edition is also available via Revel™, an interactive learning environment that enables students to read, practice, and study in one continuous experience.   

Specific, realistic strategies for integrating technology and media into the PK-12 classroom Revel™ is Pearson’s newest way of delivering our respected content. Fully digital and highly engaging, Revel replaces the textbook and gives students everything they need for the course. Informed by extensive research on how people read, think, and learn, Revel is an interactive learning environment that enables students to read, practice, and study in one continuous experience—for less than the cost of a traditional textbook. Using the ASSURE lesson plan model, Instructional Technology and Media for Learning, 12th Edition, demonstrates how to implement a complete range of technology and media formats that can be used to support and enhance teaching and learning. Written from the viewpoint of the teacher, the text highlights everyday teaching challenges and shows educators practical solutions for incorporating technology and media into their classroom. Examples are drawn from elementary and secondary education, covering a wide range of content areas. The 12th Edition keeps readers up to date with recent innovations in technology and media, including mobile, Web 2.0, social media, copyright issues, coding as literacy, transdisciplinary learning, artificial intelligence, and augmented reality. Expanded and revised discussions help teachers consider appropriate technology that aligns with content standards while meeting the learning needs of all students. NOTE: Revel is a fully digital delivery of Pearson content. This ISBN is for the standalone Revel access card. In addition to this access card, you will need a course invite link, provided by your instructor, to register for and use Revel.

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Written from the viewpoint of the teacher, this successful book does an exceptional job of realistically detailing the use of media and technology in today's classrooms. The focus on the selection, utilization, and evaluation of media, along with new full-color photographs and more than 100 illustrations, make it one of the most comprehensive instructional media texts available. It explores the full range of media and materials, then presents each media format using the ASSURE model of lesson planning to clearly illustrate how media and technologies fit into the context of a teacher's job.

This book brings together current thinking on informal language learning and the findings of over 30 years of research on captions (same language subtitles for the deaf and hard-of-hearing) to present a new model of language learning from captioned viewing and a future roadmap for research and practice in this field. Language learners may have normal hearing but they are ‘hard-of-listening’ and find it difficult to follow the rapid or unclear speech in many films and TV programmes. Vanderplank considers whether watching with captions not only enables learners to understand and enjoy foreign language television and films but also helps them to improve their foreign language skills. Captioned Media in Foreign Language Learning and Teaching will be of interest to students and researchers involved in second language acquisition teaching and research, as well as practising language teachers and teacher trainers.

Jacob feels sad and anxious on his first day of school. He wants to be with his family! But he discovers there’s a way to keep family members close, even when they’re apart. In this book, beginning readers in prekindergarten to grade 1 can join Jacob as he shows a classmate how to make his own pocket picture―and makes a new friend! This illustrated picture book series features social/emotional issues as plot drivers. Youngsters are introduced to a variety of experiences, while caregivers are given a jumping off point for discussing and guiding their child's social/emotional development

It’s time for Miss Vee’s students to go to recess. Can they get to the playground without disturbing the other classes? In this book, beginning readers in prekindergarten to grade 1 can join the class as they learn self-control and meeting behavioral expectations at school.This illustrated picture book series features social/emotional issues as plot drivers. Youngsters are introduced to a variety of experiences, while caregivers are given a jumping off point for discussing and guiding their child's social/emotional development

This book brings together current thinking on informal language learning and the findings of over 30 years of research on captions (same language subtitles for the deaf and hard-of-hearing) to present a new model of language learning from captioned viewing and a future roadmap for research and practice in this field. Language learners may have normal hearing but they are ‘hard-of-listening’ and find it difficult to follow the rapid or unclear speech in many films and TV programmes. Vanderplank considers whether watching with captions not only enables learners to understand and enjoy foreign language television and films but also helps them to improve their foreign language skills. Captioned Media in Foreign Language Learning and Teaching will be of interest to students and researchers involved in second language acquisition teaching and research, as well as practising language teachers and teacher trainers.

An exploration of games as systems in which young people participate as gamers, producers, and learners.In the many studies of games and young people's use of them, little has been written about an overall “ecology” of gaming, game design and play―mapping the ways that all the various elements, from coding to social practices to aesthetics, coexist in the game world. This volume looks at games as systems in which young users participate, as gamers, producers, and learners. The Ecology of Games (edited by Rules of Play author Katie Salen) aims to expand upon and add nuance to the debate over the value of games―which so far has been vociferous but overly polemical and surprisingly shallow. Game play is credited with fostering new forms of social organization and new ways of thinking and interacting; the contributors work to situate this within a dynamic media ecology that has the participatory nature of gaming at its core. They look at the ways in which youth are empowered through their participation in the creation, uptake, and revision of games; emergent gaming literacies, including modding, world-building, and learning how to navigate a complex system; and how games act as points of departure for other forms of knowledge, literacy, and social organization.ContributorsIan Bogost, Anna Everett, James Paul Gee, Mizuko Ito, Barry Joseph, Laurie McCarthy, Jane McGonigal, Cory Ondrejka, Amit Pitaru, Tom Satwicz, Kurt Squire, Reed Stevens, S. Craig Watkins

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The difficulties in determining the quality of information on the Internet―in particular, the implications of wide access and questionable credibility for youth and learning.Today we have access to an almost inconceivably vast amount of information, from sources that are increasingly portable, accessible, and interactive. The Internet and the explosion of digital media content have made more information available from more sources to more people than at any other time in human history. This brings an infinite number of opportunities for learning, social connection, and entertainment. But at the same time, the origin of information, its quality, and its veracity are often difficult to assess. This volume addresses the issue of credibility―the objective and subjective components that make information believable―in the contemporary media environment. The contributors look particularly at youth audiences and experiences, considering the implications of wide access and the questionable credibility of information for youth and learning. They discuss such topics as the credibility of health information online, how to teach credibility assessment, and public policy solutions. Much research has been done on credibility and new media, but little of it focuses on users younger than college students. Digital Media, Youth, and Credibility fills this gap in the literature.ContributorsMatthew S. Eastin, Gunther Eysenbach, Brian Hilligoss, Frances Jacobson Harris, R. David Lankes, Soo Young Rieh, S. Shyam Sundar, Fred W. Weingarten

By joining bodies of research in media theory, cultural studies, and critical pedagogy, Developing Media Literacy in Cyberspace offers a vision of learning that values social empowerment over technical skills. An inquiry into the existence and range of models equipped to cultivate critical teaching and learning in the Internet-supported classroom, this new study argues that media literacy offers the best long-term training for today's youth to become experienced practitioners of 21st-century technology. Author Julie Frechette helps educators develop and provide concrete learning strategies that enable students to judge the validity and worth of what they see on the Internet as they strive to become critically autonomous in a technology-laden world.Part of this effort lies in developing a keen awareness of the institutional, political, and economic structure of the Internet as a means of communication that is increasingly marketing products and targeting advertisements toward youth. Values on the Internet are discussed constantly both by the major media and by the private sector, with little regard for the pervasive interests and authority of profitable industries staking out their territory in this new global village. Unlike other studies that provide a broad sociohistorical context for the development of theoretical uses of new technologies in the classroom, Developing Media Literacy in Cyberspace lays the groundwork for establishing critical thinking skills that will serve students' interests as they navigate this vast and complicated cyberterritory.

A must-read for incorporating digital literacy into your classroom! Equip your students with essential 21st-century media literacy skills, as they read, write, speak, and create art within the context of digital storyt

Technologically experienced and novice educators can use this NCTE standards–aligned text to empower students to create digital stories based on the principles of storytelling, technology application, and media technique.