Tecnologías de la comunicación

Through an investigation on how Palestinian youth appropriate low-end information and communication technologies (ICTs) and digital media forms, Sanjay Asthana and Nishan Havandjian analyze how certain developments in globalization and media convergence enable young people to create new civic spaces. While the rights discourse has elaborated a set of ICT, child and youth policies anchored in three key inter-linked notions: citizenship, participation, and empowerment, marginalized Palestinian youth are reworking the meanings behind these notions in new and interesting ways.

While a decade ago much of the discussion of new media in Asia was couched in Occidental notions of Asia as a "default setting" for technology in the future, today we are seeing a much more complex picture of contesting new media practices and production. As "new media" becomes increasingly an everyday reality for young and old across Asia through smartphones and associated devices, boundaries between art, new media, and the everyday are transformed.

This handbook addresses the historical, social, cultural, political, philosophical, artistic and economic dimensions of the region’s new media. Through an interdisciplinary revision of both "new media" and "Asia" the contributors provide new insights into the complex and contesting terrains of both notions.

The Routledge Handbook of New Media in Asia will be the definitive publication for readers interested in comprehending all the various aspects of new media in Asia. It provides an authoritative, up-to-date, intellectually broad, conceptually cutting-edge guide to the important aspects of new media in the region― as the first point of consultation for researchers, advanced level undergraduate and postgraduate students in fields of new media and Asian studies.

Sponsored by the Communication and Information Technologies Section of the American Sociological Association, this volume examines diverse facets of digital inclusion, digital inequality, digital differentiation, and digital divides writ large.

Teaching and Digital Technologies: Big Issues and Critical Questions helps both pre-service and in-service teachers to critically question and evaluate the reasons for using digital technology in the classroom. Unlike other resources that show how to use specific technologies – and quickly become outdated, this text empowers the reader to understand why they should (or should not) use digital technologies, when it is appropriate (or not), and the implications arising from these decisions. The text directly engages with policy, the Australian Curriculum, pedagogy, learning and wider issues of equity, access, generational stereotypes and professional learning. The contributors to the book are notable figures from across a broad range of Australian universities, giving the text a unique relevance to Australian education while retaining its universal appeal. Teaching and Digital Technologies is an essential contemporary resource for early childhood, primary and secondary pre-service and in-service teachers in both local and international education environments.

This book covers all fundamental concepts of Information Technology and its applications in various fields. The main emphasis on application of Information Technology in Education field.This book is useful for teachers and students of various fields for creating subject matter more interesting and effective teaching-learning process. The tools such as power point presentations, animations, graphics, simulations etc are explained with suitable examples.

Presently, traditional educational approaches have resulted in a mismatch between what is taught to the students and what the industry needs. As such, many institutions are moving towards ICT and multimedia resources as a solution to producing graduates who are creative, can think critically and analytically, and are able to solve problems. This research focus on identify the type of ICT and multimedia resources available in teaching and learning in selected tertiary institutions in Zaria, exploring the level of satisfaction of teaching and learning with ICT and multimedia resources, clarifying the level of ICT and multimedia teachings for motivating the students to learn a subject, investigating the level of ICT and multimedia teaching effectiveness in classroom teaching. This work should be useful for the professionals to teaching and educational systems.

Education in science, technology, engineering and mathematics (STEM) is crucial for taking advantage of the prospects of new scientific discoveries initiating or promoting technological changes, and managing opportunities and risks associated with innovations. This book explores the emerging perspectives and methodologies of STEM education and its relationship to the cultural understanding of science and technology in an international context.

The authors provide a unique perspective on the subject, presenting materials and experiences from non-European industrialized as well as industrializing countries, including China, Japan, South Korea, India, Egypt, Brazil and the USA. The chapters offer a wide scope of interpretations and comparative reviews of STEM education by including narrative elements about cultural developments, considering the influence of culture and social perceptions on technological and social change, and applying innovative tools of qualitative social research.

The book represents a comprehensive and multidisciplinary review of the current status and future challenges facing STEM education across the world, including issues such as globalization, interdependencies of norms and values, effects on equity and social justice as well as resilience. Overall the volume provides valuable insights for a broad and comprehensive international comparison of STEM philosophies, approaches and experiences.

La simultaneidad de cambios en la tecnología y en la forma de comunicación explica la irrupción veloz de la sociedad del conocimiento en sustitución de la sociedad industrial con sus consiguientes efectos en todos los ordenamientos, social, económico, y político, también en la psicología y comportamiento de los seres humanos. El dilema que enfrenta el ciudadano desde sus diferentes roles es el de asumir o rechazar los cambios. La cuestión que motiva la investigación que han realizado los autores de este libro es el papel que le corresponde jugar a los responsables de la educación, particularmente a los de la educación superior, y sus posibles efectos sobre el sistema político democrático haciéndolo más inclusivo e igualitario. Lo cierto es que el gran salto tecnológico –la sustitución del sistema analógico por el binario– ha dado lugar al cosmopolitismo digital y a la disponibilidad abierta del conocimiento a todos, con lo que ha surgido un nuevo paradigma económico que se proyecta sobre las demás esferas de la vida social: democracia cognitiva mediante la educación para todos.
Una universidad innovadora –en contraposición a la del statu quo– tiene una doble misión. En primer lugar, adaptarse, en función del pensamiento crítico, a la modernidad científica y social, integrarla y aportar enseñanzas útiles a la sociedad. Para ello es fundamental comprender los profundos cambios –a veces bruscos e insospechados– que han introducido los nuevos sistemas de comunicación no sólo en los procesos productivos y en las instituciones políticas, sociales y culturales, sino también en la mente y el comportamiento humano. Además, es necesario ofrecer una cultura más allá de lo profesional en la que impere la ética de la democracia del conocimiento. Fuerza comprender que las oportunidades de la sociedad del conocimiento tienden a facilitar vivir mejor y progresar equitativamente. La tesis de la educación básica común universal sirve para resaltar una función que ha caracterizado a la universidad de siempre: el cultivo de la filosofía, la reflexión y las humanidades entendidas éstas como las artes liberales, las acciones que liberan al individuo y le permiten cumplir con su misión en armonía con la cambiante realidad social.

This ambitious multidisciplinary volume assembles diverse critical-theory approaches to the current and future states of networked learning. Expert contributors expand upon the existing literature by analyzing the ethical aspects of networked learning and the ongoing need for more open, inclusive, and socially engaged educational practice. Chapters explore in depth evolving concepts of real and virtual, the processes of learning in, against, and beyond the internet, and the role of critical pedagogy in improving social conditions. In all, coverage is both realistic and positive about the potential of digital technologies in higher education as well as social and academic challenges on the horizon.

Included among the topics:

Counting on use of technology to enhance learning.
Decentralized networked learning through online pre-publication.
The reality of the online teacher.
Moving from urban to virtual spaces and back.
The project of a virtual emancipatory pedagogy.
Using information technologies in the service of humanity.

It is no longer a question of "Can technology enhance learning" it's a given that it does.

Critical Learning in Digital Networks offers education researchers, teacher educators, instructional technologists, and instructional designers tools and methods for strengthening this increasingly vital interconnection.

Collectively known as Hallyu, Korean music, television programs, films, online games, and comics enjoy global popularity, thanks to new communication technologies. In recent years, Korean popular culture has also become the subject of academic inquiry. Whereas the Hallyu’s impact on Korea’s national image and domestic economy, as well as on transnational cultural flows, have received much scholarly attention, there has been little discussion of the role of social media in Hallyu’s propagation.

Contributors to Hallyu 2.1: The Korean Wave in the Age of Social Media explore the ways in which Korean popular cultural products are shared by audiences around the globe; how they generate new fans, markets, and consumers through social media networks; and how scholars can analyze, interpret, and envision the future of this unprecedented cultural phenomenon.

“Hallyu 2.0’s endeavor—to ‘explore how Korean popular-cultural products have been circulated, disseminated, and consumed by audiences around the globe’—is eminently timely and worthy. The volume has an important contribution to make to scholarship on the Korean Wave. It will be of interest to scholars and students as well as an eager global base of fans keen to read more academic approaches to Korean popular music and dramas.”
—Stephen Epstein, Victoria University of Wellington