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Digital Education Pedagogy: Principles and Paradigms (2021)

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Digital Education Pedagogy: Principles and Paradigms (2021)

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A physical copy has been ordered for the DVC Library.

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Souvik Pal, PhD, is an Associate Professor in the Department of Computer Science and Engineering at Brainware University, Kolkata, India. He formerly worked as an Assistant Professor at the Nalanda Institute of Technology, Bhubaneswar, and the JIS College of Engineering, Kolkata, India. He has also worked as head of the Computer Science Department at Elitte College of Engineering, Kolkata. Dr. Pal has published several research papers in Scopus-indexed international journals and conferences and has edited several books. He is also the author of a book on cloud computing. He has served at many conferences as chair and keynote speaker, and he also has chaired international conference sessions and presented session talks internationally.

Ton Quang Cuong, PhD,is Dean of the Faculty of Educational Technology at the University of Education at Vietnam National University, Hanoi. Dr. Cuong has extensive teaching experience in teacher education, educational technology, and management skills. As the Head of the Department of Educational Technology, Learning Theories and Instructional Technology, he is responsible for the development of curricula, learning methodology and technology, and leadership and management instruction.

R. S. S. Nehru, PhD,is an Assistant Professor in the Department of Education at Sikkim University, Gangtok, Sikkim, India. Dr. Nehru has published books as the main and co-author and more than 30 edited book chapters related to education and educational technologies as well as several research papers in Scopus-indexed national and international journals and conferences. He is an editorial board member for two multidisciplinary international journals. Dr. Nehru has served at many conferences as chair, keynote speaker, co-chair, and resource person for national workshops on multidisciplinary research.

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Digital Education Pedagogy: Principles and Paradigms

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This volume brings together advanced concepts from leading academic scientists, educationalists, administrative policymakers, and researchers on their experiences and research results on many aspects of digital educational methods and teaching practices.

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Voices of Practice: Narrative Scholarship from the Margins (2021)

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Voices of Practice: Narrative Scholarship from the Margins (2021)

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The title is available open access by clicking on the cover image.

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Book Description

Not everyone has had a straight and narrow path into academia. Many higher education teachers, in fact, were professionals before they became part of the university or college where they work; and many keep one foot in both worlds even while they teach. Especially in programs designed to support students in a field of practice (education, nursing, and others), teachers find that being an academic or a scholar is supplementary to being a professional. And yet the demands of scholarship remain a component of their academic work-research, publishing, and the rest.

What does it mean to be a professional while also an academic? Whether part-time, sessional, or adjunct, full-time, or permanent, what are the challenges we face when transitioning to an academic job from our field of practice? How do our professional perspectives and experiences inform our teaching, our interpretation of curricula, assessment, evaluation, and grades? And what is the relationship between scholarship and work?

Inspired by scholarly narratives like those from Ruth Behar, bell hooks, Jonathan Kozol, and others, Voices of Practice inspects, interrupts, questions, and reconstructs what it means to be a scholar, using deeply personal reflections, poignant vignettes, and carefully examined timelines of intellectual and professional development. This volume features educators who may not at first call themselves "academics" and who have focused their careers on the practice rather than the publishing of scholarship.

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Voices of Practice - Simple Book Publishing

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Not everyone has had a straight and narrow path into academia. Many higher education teachers, in fact, were professionals before they became part of the university or college where they work; and many keep one foot in both worlds even while they teach.

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the journal of critical digital pedagogy

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Critical Understandings of Digital Technology in Education: Meta-Connective Pedagogy (2021)

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Critical Understandings of Digital Technology in Education: Meta-Connective Pedagogy (2021)

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A physical copy has been ordered for the DVC Library

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Critical Understandings of Digital Technology in Education: Meta-Connective Pedagogy

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This book explores the underlying assumptions, beliefs, and values of prevailing theories, frameworks, models, and principles in digital technology education through the metaphysical lenses of ontology, epistemology, axiology, and methodology. By proposing meta-connective pedagogy that reflects the…

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Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces (2021)

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Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces (2021)

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A physical copy has been ordered for the DVC Library

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Advancing Racial Literacies in Teacher Education

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"Price-Dennis and Sealey-Ruiz move toward a new vision of racial literacy which must include digital literacy to be relevant to students and effective as activism. Their compelling and concrete examples push forward current scholarship at the intersection of culturally relevant pedagogy, racial literacy, and digital literacy, and successfully lay the groundwork for a new set of priorities in teacher education."

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Bringing the Neuroscience of Learning to Online Teaching (2021)

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Bringing the Neuroscience of Learning to Online Teaching (2021)

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Foreword
Preface
Who Should Read This Book
How to Use This Book
Acknowledgments
Introduction
The Move
Never a Better Time to Be An Educator
Technology and Mind, Brain, and Education

1. Teaching Online Using Mind, Brain, and Education Science
The New First Steps in Teachers' Professional Development
Online Design Using Mind, Brain, and Education Teaching
Conditions and Pedagogies for Great Learning

2. Connecting Online and Face-to-Face Learning Goals to Neuroscience
Mastery Learning
Deeper Learning
Metacognitive Awareness
Growth Mindsets
Dare To Err
Optimal Performance
Relevant Curriculum
Differentiation and Student Autonomy
Social Contagion
Strong Learning Community
Personalization
Communication

3. The Plan: Choices, the Brain, and Backwards Design
Worked Examples
Understanding By Design
Activities and Resources
An All-You-Can-Eat Buffet of Digital Technology: Choose Wisely

4. Time: Synchronous and Asynchronous Possibilities
Time for School: The Academic Calendar
Time for Learning: Synchronous vs. Asynchronous Activities
Time for Asynchronous and Synchronous Learning
Time for Communication
Time for Evaluation

5. Instructional Design: Twelve Steps to a Great Online Course
Guidelines from State, National and International Standards
The 12-Step Process
Pros and Cons of this Instructional Design

6. The Celebration: Enjoy Our New Online Home
There's Never Been a Better Time to Be An Educator
References Index

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Bringing the Neuroscience of Learning to Online Teaching

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Foreword  Preface Who Should Read This BookHow to Use This Book Acknowledgments Introduction The MoveNever a Better Time to Be An EducatorTechnology and Mind, Brain, and Education 1. Teaching Online Using Mind, Brain, and Education Science The New First Steps in Teachers' Professional DevelopmentOnline Design Using Mind, Brain, and Education TeachingConditions

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New Digital Worlds: Postcolonial Digital Humanities in Theory, Praxis, and Pedagogy

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New Digital Worlds: Postcolonial Digital Humanities in Theory, Praxis, and Pedagogy

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An unlimited use e-book has been ordered for the DVC Library.

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The title is available open access by clicking on the cover image.
A physical copy has also been ordered for the DVC Library.

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Book Information

Book Description

Too many approaches to teaching with technology are instrumental at best, devoid of heart and soul at worst. The role of the teacher is made impersonal and mechanistic by a desire for learning to be efficient and standardized. Solutionist approaches like the learning management system, the rubric, quality assurance, all but remove the will of the teacher to be compassionate, curious, and to be a learner alongside their students.

As the authors write in their introduction: "It is urgent that we have teachers. In a political climate increasingly defined by obstinacy, lack of criticality, and deflection of fact and care; in a society still divided across lines of race, nationality, religion, gender, sexuality, income, ability, and privilege; in a digital culture shaped by algorithms that neither know nor accurately portray truth, teaching has an important ( urgent) role to play."

This collection of essays explores the authors' work in, inquiry into, and critique of online learning, educational technology, and the trends, techniques, hopes, fears, and possibilities of digital pedagogy. The ideas of this volume span almost two decades of pedagogical thinking, practice, outreach, community development, and activism.

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An Urgency of Teachers - Simple Book Publishing

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Too many approaches to teaching with technology are instrumental at best, devoid of heart and soul at worst. The role of the teacher is made impersonal and mechanistic by a desire for learning to be efficient and standardized.

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The title is available open access through a CC license.
A physical copy has also been ordered for the DVC Library.

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Book Description

The work of teachers is not just to teach. We are also responsible for the basic needs of students - helping students eat and live, and also helping them find the tools they need to reflect on the present moment. This is in keeping with Freire's insistence that critical pedagogy be focused on helping students read their world; but more and more, we must together reckon with that world. Teaching must be an act of imagination, hope, and possibility. Education must be a practice done with hearts as much as heads, with hands as much as books. Care has to be at the center of this work.

For the past ten years, the journal Hybrid Pedagogy has worked to help craft a theory of teaching and learning in and around digital spaces, not by imagining what that work might look like, but by doing, asking after, changing, and doing again. Since 2011, Hybrid Pedagogy has published over 400 articles from more than 200 authors focused in and around the emerging field of critical digital pedagogy. A selection of those articles are gathered here.

This is the first peer-reviewed publication centered on the theory and practice of critical digital pedagogy. The collection represents a wide cross-section of both academic and non-academic culture and features articles by women, Black people, indigenous people, Chicanx and Latinx writers, disabled people, queer people, and other underrepresented populations. The goal is to provide evidence for the extraordinary work being done by teachers, librarians, instructional designers, graduate students, technologists, and more - work which advances the study and the praxis of critical digital pedagogy.

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Critical Digital Pedagogy - Simple Book Publishing

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The work of teachers is not just to teach. We are also responsible for the basic needs of students - helping students eat and live, and also helping them find the tools they need to reflect on the present moment.

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Available as an e-book in the DVC Library

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Available as an e-book in the DVC Library

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Available as a physical book in the DVC Library.

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Available as a physical book in the DVC Library

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Diversifying Digital Learning: Online Literacy and Educational Opportunity (2018)

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Diversifying Digital Learning: Online Literacy and Educational Opportunity (2018)

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Available as an e-book in the DVC Library