Reviews and Testimonials
The contributors address and analyze potential solutions for the issues and concerns regarding the integration of mobile technology in education. Intended for professionals in education and technology and researchers, topics include: pedagogical frameworks of e-reader technologies in education, mobile learning in health professions education, redefining new literary practices regarding mobile technologies and Web 2.0, and social implications of mobile learning in global learning environments. Editor is Keengwe (education, U. of North Dakota).
– Annotation ©2013 Book News Inc. Portland, OR
Assisted learning tools such as mobile devices have been increasing due to the popularization of computers, smart phones, and networks. This book is rich in content, as out of the real situations of teaching, the authors share about the use of laptop computers iPad and mLearning devices to assist teaching. A valuable contribution of this book is that the authors describe new concepts in teaching methods such as “iMentor’, and using a blended learning model and how to use mobile devices to flip classrooms. Pedagogical Applications and Social Effects of Mobile Technology Integration is a highly recommendable book that is compact, well-integrated and well-organized. In addition, the contents, examples and notions are presented in simple and comprehensible language, through a logical train of thought. The extracted snippets illustrate the wide range of real-world cases that will inform readers, teachers, educators and government in finding a comprehensive spectrum of current trends and revolution in teaching.
– Dr Chia-Wen Tsai (Ming Chuan University, Taipei), Prof. Pei-Di Shen (Ming Chuan University, Taipei), and Yi-Chun Chiang (Ming Chuan University, Taipei)
This book highlights two important technological issues for schools to consider: what is their capacity to integrate mLearning devices with their existing platforms, and will the school provide the device or ask students to use their own (197). For administrators and faculty who want to investigate mLearning, chapter 13 “Quality Education for Children, Youth, and Adults Through Mobile Learning,” and chapter 14 “The Changing Roles of Faculty and Students when Mobile Devices Enter the Higher Education Classroom,” provide an excellent introduction to the field, suggest implications for pedagogical practices, and outline advantages and challenges of this technology for learning. This book is recommended for theological libraries which support institutions with online education programs.
– Jonathan C. Roach, St. Thomas University (USA), Journal of Reflective Teaching