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020 _a9783030026318
024 7 _a10.1007/978-3-030-02631-8
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNV
_2bicssc
072 7 _aEDU039000
_2bisacsh
072 7 _aJNV
_2thema
082 0 4 _a371.33
_223
245 1 0 _aMind, Brain and Technology
_h[electronic resource] :
_bLearning in the Age of Emerging Technologies /
_cedited by Thomas D. Parsons, Lin Lin, Deborah Cockerham.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2019.
300 _aXII, 228 p. 17 illus., 11 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aEducational Communications and Technology: Issues and Innovations,
_x2625-0004
505 0 _aPart I: Preface -- Part II: Introduction -- Mind, brain, and technology: what is learning and how people learn -- Multidisciplinary emerging technologies to assess and measure how people learn -- Part III: Neurosciences, learning sciences, and technologies in complex learning contexts -- Developing brain in a multitasking world -- Perspectives from social and affective neuroscience on design and implementation of learning technologies -- Complex learning environments with emerging technologies -- Part IV: Domain specific aspects of emerging technologies for learning -- Learning to read in the era of educational technologies -- Learning technologies for mathematical processing -- Neuroscience, metacognition, and instructional research -- Part V: Future directions -- Edu-game sensors for cognitive appraisal and affect detection -- The potential impact on educational practices and policies -- Implications for instructional design and technology research -- Future possible computational neuropsychology for educational technologies.
520 _aAs technology becomes increasingly integrated into our society, cultural expectations and needs are changing. Social understanding, family roles, organizational skills, and daily activities are all adapting to the demands of ever-present technology, causing changes in human brain, emotions, and behaviors. An understanding of the impact of technology upon our lives is essential if we are to adequately educate children for the future and plan for meaningful learning environments for them. Mind, Brain and Technology provides an overview of these changes from a wide variety of perspectives. Designed as a textbook for students in the fields and interdisciplinary areas of psychology, neuroscience, technology, computer science, and education, the book offers insights for researchers, professionals, educators, and anyone interested in learning more about the integration of mind, brain and technology in their lives. The book skilfully guides readers to explore alternatives, generate new ideas, and develop constructive plans both for their own lives and for future educational needs.
650 0 _aEducational technology.
650 0 _aLearning.
650 0 _aInstruction.
650 0 _aEducational psychology.
650 0 _aEducation—Psychology.
650 1 4 _aEducational Technology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O21000
650 2 4 _aLearning & Instruction.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O22000
650 2 4 _aEducational Psychology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O39000
700 1 _aParsons, Thomas D.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aLin, Lin.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
700 1 _aCockerham, Deborah.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030026301
776 0 8 _iPrinted edition:
_z9783030026325
830 0 _aEducational Communications and Technology: Issues and Innovations,
_x2625-0004
856 4 0 _uhttps://doi.org/10.1007/978-3-030-02631-8
942 _2ddc
_cEBOOK