Overview
- Provides a wide variety of perspectives on the impact of mind-brain-education-technology interactions
- Useful reference guide for researchers and professionals in the fields of psychology, neuroscience, education, and technology
- Rather than separating psychology, education, and technology, this book integrates fields that may eventually meld into a single discipline
- Offers academic preparation for students who will eventually work as professionals in the mind, brain, and technology fields
- Targets a broad demographic, including students, researchers, professionals, and others who are interested in learning about the effects of technology upon the human brain
Part of the book series: Educational Communications and Technology: Issues and Innovations (ECTII)
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Table of contents (11 chapters)
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Front Matter
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Introduction: Mind, Brain, and Learning Technologies
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Front Matter
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Educational Technologies for Assessment and Training
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Front Matter
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Policies and Praxes
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Front Matter
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Back Matter
Keywords
- Psychology
- Neuroscience
- Computer Science
- Technology
- Education
- Educational Neuroscience
- Emerging Technologies
- Multitasking
- Affective neuroscience
- Implementation of learning technologies
- Complex learning environments
- Metacognition
- Cognitive appraisal
- Affect detection
- Educational practice and policy
- Computational neuropsychology
- learning and instruction
About this book
As 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.
Editors and Affiliations
About the editors
Lin Lin, Ed.D., is an Associate Professor of Learning Technologies at the University of North Texas. Lin’s research looks into interactions between the mind, brain, and technology in complex learning environments. She has conducted research on 1) media multitasking; 2) learning in online, blended, and virtual/augmented reality environments. Lin has published over 30 refereed articles in journals including the Proceedings of the National Academy of Sciences (PNAS) of USA, Educational Technology Research and Development (ETR&D), and Computers and Education in addition to a dozen book chapters and over 60 conference papers. Lin recently completed co-editing a book with Dr. Mike Spector to be published in the summer of 2017 by Routledge. The book focuses on the constructive articulation between learning sciences and instructional technology communities. She is currently co-editing another book focusing on innovative instructional design approaches. Lin serves as the Associate Director of Texas Center for Educational Technology (TCET), and Co-Director of a Joint-Lab on Big Data, Little Devices, and Life-long Learning. She is Associate Editor for the International Journal of Smart Technology andLearning (IJSmartTL) as well an editorial board member of several other peer-reviewed journals. Lin received her doctoral degree in Instructional Technology and Media at Teachers College, Columbia University.
Deborah Cockerham, managing director of the Research and Learning Center at the Fort Worth Museum of Science and History, also serves as Visiting Research Scholar at Texas Christian University’s Center for Science Communication. In these roles, she works to strengthen interdisciplinary communication and build connections between research scientists and the public, and has supported multiple research university collaborations in public education and communication. In earlier work as a learning disabilities specialist, she taught children and adolescents with a variety of learning and attentional differences. Her work with students who have attention deficit hyperactivity (ADHD) and/or autism spectrum disorder (ASD) has focused on social learning, based on connections between communication skills and the fine arts. Cockerham’s research takes place at the intersection of learning technologies, psychology, education and communication. Recent investigations include EEG studies on ASD interpretation of nonverbal emotional cues, and behavioral studies focused on media multitasking and technology addiction. Cockerham has presented practitioner workshops at venues that include the International Learning Disabilities Association, the National Council of Teachers of Mathematics, Colorado Dyslexia Center, Association of Texas Educators, Texas Learning Disabilities Association, Association of Science and Technology Centers, the Association of Texas Professional Educators. In addition, she has presented papers at the International Conference on Advanced Learning Technologies and the American Educational Research Association, and has publications in Technology, Knowledge, and Learning, and Zeitschrift fϋr Psychologie. She is a graduate of the University of Texas at Arlington’s Masters of Mind, Brain, and Education. Through her work and studies, Cockerham focuses on developing community-based collaborations that build skills for lifelong learning.
Bibliographic Information
Book Title: Mind, Brain and Technology
Book Subtitle: Learning in the Age of Emerging Technologies
Editors: Thomas D. Parsons, Lin Lin, Deborah Cockerham
Series Title: Educational Communications and Technology: Issues and Innovations
DOI: https://doi.org/10.1007/978-3-030-02631-8
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Association for Educational Communications and Technology 2019
Hardcover ISBN: 978-3-030-02630-1Published: 12 January 2019
eBook ISBN: 978-3-030-02631-8Published: 19 December 2018
Series ISSN: 2625-0004
Series E-ISSN: 2625-0012
Edition Number: 1
Number of Pages: XII, 228
Number of Illustrations: 6 b/w illustrations, 11 illustrations in colour
Topics: Educational Technology, Learning & Instruction, Educational Psychology