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Mobile Technology for Children : Designing for Interaction and Learning

By: Druin, Allison.
Material type: TextTextSeries: eBooks on Demand.Publisher: Burlington : Elsevier Science, 2014Description: 1 online resource (399 p.).ISBN: 9780080954097.Subject(s): Computers and children | Computers and children | E-Learning | Human-computer interaction | Human-computer interaction | Instructional systems - Design | Instructional systems --Design | Mobile communication systems - DesignGenre/Form: Electronic books.Additional physical formats: Print version:: Mobile Technology for Children : Designing for Interaction and LearningDDC classification: 004.65 Online resources: Click here to view this ebook.
Contents:
Front cover; Title page; Copyright page; Dedication; Table of contents; Foreword; Preface; Introduction; Authors' Biographies; SECTION 1: The Landscape; Chapter 1: How Mobile Technologies Are Changing the Way Children Learn; Introduction; Mobile learning; Mobile learning activities; The benefits and challenges of mobile learning; References; Chapter 2: Harnessing the Potential of Mobile Technologies for Children and Learning; Overview; Going mobile: three challenges and opportunities for the field; Rethink literacy and learning for a digital age
Digital equity: reaching all children with mobile technologiesBuilding a coherent R&D effort; Conclusion; References; Chapter 3: Pocket Rockets: The Past, Present, and Future of Children's Portable Computing; Good things come in small packages these days; Unpackaging the notion of digital native vs. digital immigrant; A brief history of children's portable computing devices; A guide to children's portable computing devices; The future: how portable technologies could change the culture of childhood; Conclusion; References
Chapter 4: Social Impacts of Mobile Technologies for Children: Keystone or Invasive Species?The spread of technologies in rural south asia: two stories; References; Chapter 5: A Disruption Is Coming: A Primer for Educators on the Mobile Technology Revolution; PICTURING THE DISRUPTION; WHAT IS A TECHNOLOGICAL DISRUPTION?; PREDICTING A SOCIAL DISRUPTION: SCHOOL ACCEPTANCE OF CELL-PHONE COMPUTER USE; CURRICULAR USES OF CELL PHONES: FINALLY, EACH CHILD HAS A COMPUTER!; PREPARING FOR THE DISRUPTION: WHAT SHOULD EDUCATORS DO NOW?; PREPARING FOR THE DISRUPTION: WHAT SHOULD HCI PROFESSIONALS DO NOW?
CONCLUSIONReferences; SECTION 2: Designing Mobile Technologies; Chapter 6: Mobile Interaction Design Matters; Developing worlds; Understanding small lives; Activities and interaction technologies; DESIGNING FOR MOBILES AND SMALL LIVES; GROWING UP; References; Chapter 7: A Child's Mobile Digital Library: Collaboration, Community, and Change; Stories, mobility, and children; Designing with children: cooperative inquiry; Lessons learned; Acknowledgments; References; Chapter 8: Adding Space and Senses to Mobile World Exploration; Learning through georeferenced and mobile sensory experiences
Why add space and senses?The advantages of mobile technologies in spatial and sensory learning activities; Georeferenced multisensory messages within a collaborative activity: a mobile application; Conclusion; Acknowledgments; References; Chapter 9: LeapFrog Learning Design: Playful Approaches to Literacy, from LeapPad to the Tag Reading System; The original mobile learning technology: toys; The evolution of leapfrog learning design; Designing for the tag ecosystem; Conclusion: system learning; References; Chapter 10: Designing the Intel-Powered Classmate PC; Intel in education
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Summary: Children are one of the largest new user groups of mobile technology -- from phones to micro-laptops to electronic toys. These products are both lauded and criticized, especially when it comes to their role in education and learning. The need has never been greater to understand how these technologies are being designed and to evaluate their impact worldwide. Mobile Technology for Children brings together contributions from leaders in industry, non-profit organizations, and academia to offer practical solutions for the design and the future of mobile technology for children. <br><br> *First b
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Item type Current location Call number URL Status Date due Barcode
Electronic Book UT Tyler Online
Online
TK5103.2.M632 2009 (Browse shelf) http://uttyler.eblib.com/patron/FullRecord.aspx?p=535094 Available EBL535094

Front cover; Title page; Copyright page; Dedication; Table of contents; Foreword; Preface; Introduction; Authors' Biographies; SECTION 1: The Landscape; Chapter 1: How Mobile Technologies Are Changing the Way Children Learn; Introduction; Mobile learning; Mobile learning activities; The benefits and challenges of mobile learning; References; Chapter 2: Harnessing the Potential of Mobile Technologies for Children and Learning; Overview; Going mobile: three challenges and opportunities for the field; Rethink literacy and learning for a digital age

Digital equity: reaching all children with mobile technologiesBuilding a coherent R&D effort; Conclusion; References; Chapter 3: Pocket Rockets: The Past, Present, and Future of Children's Portable Computing; Good things come in small packages these days; Unpackaging the notion of digital native vs. digital immigrant; A brief history of children's portable computing devices; A guide to children's portable computing devices; The future: how portable technologies could change the culture of childhood; Conclusion; References

Chapter 4: Social Impacts of Mobile Technologies for Children: Keystone or Invasive Species?The spread of technologies in rural south asia: two stories; References; Chapter 5: A Disruption Is Coming: A Primer for Educators on the Mobile Technology Revolution; PICTURING THE DISRUPTION; WHAT IS A TECHNOLOGICAL DISRUPTION?; PREDICTING A SOCIAL DISRUPTION: SCHOOL ACCEPTANCE OF CELL-PHONE COMPUTER USE; CURRICULAR USES OF CELL PHONES: FINALLY, EACH CHILD HAS A COMPUTER!; PREPARING FOR THE DISRUPTION: WHAT SHOULD EDUCATORS DO NOW?; PREPARING FOR THE DISRUPTION: WHAT SHOULD HCI PROFESSIONALS DO NOW?

CONCLUSIONReferences; SECTION 2: Designing Mobile Technologies; Chapter 6: Mobile Interaction Design Matters; Developing worlds; Understanding small lives; Activities and interaction technologies; DESIGNING FOR MOBILES AND SMALL LIVES; GROWING UP; References; Chapter 7: A Child's Mobile Digital Library: Collaboration, Community, and Change; Stories, mobility, and children; Designing with children: cooperative inquiry; Lessons learned; Acknowledgments; References; Chapter 8: Adding Space and Senses to Mobile World Exploration; Learning through georeferenced and mobile sensory experiences

Why add space and senses?The advantages of mobile technologies in spatial and sensory learning activities; Georeferenced multisensory messages within a collaborative activity: a mobile application; Conclusion; Acknowledgments; References; Chapter 9: LeapFrog Learning Design: Playful Approaches to Literacy, from LeapPad to the Tag Reading System; The original mobile learning technology: toys; The evolution of leapfrog learning design; Designing for the tag ecosystem; Conclusion: system learning; References; Chapter 10: Designing the Intel-Powered Classmate PC; Intel in education

Intel platform definition centers for emerging markets

Children are one of the largest new user groups of mobile technology -- from phones to micro-laptops to electronic toys. These products are both lauded and criticized, especially when it comes to their role in education and learning. The need has never been greater to understand how these technologies are being designed and to evaluate their impact worldwide. Mobile Technology for Children brings together contributions from leaders in industry, non-profit organizations, and academia to offer practical solutions for the design and the future of mobile technology for children. <br><br> *First b

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