The Wiley Handbook of Learning Technology Wiley Handbooks in Education Series

• Offers an examination of learning technology that is equal parts theoretical and practical, covering both the technology of learning and the use of technology in learning
• Individual chapters tackle timely and controversial subjects, such as gaming and simulation, security, lifelong learning, distance education, learning across educational settings, and the research agenda
• Designed to serve as a point of entry for learning technology novices, a comprehensive reference for scholars and researchers, and a practical guide for education and training practitioners
• Includes 29 original and comprehensively referenced essays written by leading experts in instructional and educational technology from around the world

Foreword viii

Acknowledgements x

Contributors xi

Editorial Advisory Board xiii

1 Mapping the Field and Terminology 1
Nick Rushby and Daniel W. Surry

2 How People Learn 15
Jeroen van Merriënboer

3 What is Technology? 35
Martin Oliver

4 Learning Theory and Technology: A Reciprocal Relationship 58
Peggy A. Ertmer and Timothy J. Newby

5 Evolution of Learning Technologies 77
Maggie McPherson

6 Learning Technology at Home and Preschool 96
Lydia Plowman

7 Problem Spaces: A Framework and Questions for Critical Engagement with Learning Technologies in Formal Educational Contexts 113
Keith Turvey and Norbert Pachler

8 Learning Technology in Higher Education 131
Johannes Cronje

9 Learning Technology in Business and Industry 145
Clark Quinn

10 Educational Technologies in Distance Education: Off-campus and Online, but on Course? 160
Yoni Ryan and Colin Latchem

11 Learning Technology and Lifelong Informal, Self-Directed, and Non-formal Learning 180
Colin Latchem

12 Learning with Technologies in Resource-constrained Environments 200
Dick Ng’ambi and Vivienne Bozalek

13 Competencies for Designers, Instructors, and Online Learners 221
Barbara L. Grabowski, Michael Beaudoin, and Tiffany A. Koszalka

14 Digital Learning Environments 242
George Veletsianos

15 How to Succeed with Online Learning 261
Phil Green

16 Diversity and Inclusion in the Learning Enterprise: Implications for Learning Technologies 287
Robbin Chapman

17 Sins of Omission: The Search for Missing Signs by Abandoned e-Learners 301
Ruth Gannon-Cook

18 Equity, Access, and the Digital Divide in Learning Technologies: Historical Antecedents, Current Issues, and Future Trends 327
Marshall Jones and Rebecca Bridges

19 University Learning Technology Control and Security: Requires Teamwork to Succeed 348
Donald Tharp and Greg Chamberlain

20 The Design of Learning 372
Daniel Spikol

21 Mobile Learning and Social Networking 390
John Traxler

22 The Utility of Games for Society, Business, and Politics: A Frame-reflective Discourse Analysis 406
Igor Mayer, Harald Warmelink, and Qiqi Zhou

23 The Investment in Learning Technologies: Evidencing Value for Money? 436
Jane Massy

24 Technology Planning in Schools 455
David C. Ensminger

25 Surviving the Next Generation of Organizations—as Leaders 484
Eugene Kowch

26 Futureproofing 508
Steve Harmon and Wayne Dennison

27 Towards a Research Agenda for Educational Technology Research 523
Paul A. Kirschner and Liesbeth Kester

28 The Dystopian Futures 542
Neil Selwyn

29 Utopian Futures for Learning Technologies 557
Marcus Childress

Index 571

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.