Deep Fakes, Fake News, and Misinformation in Online Teaching and Learning Technologies

Deep Fakes, Fake News, and Misinformation in Online Teaching and Learning Technologies

Rebecca J. Blankenship (Florida A&M University, USA)
Indexed In: SCOPUS View 1 More Indices
Release Date: June, 2021|Copyright: © 2021 |Pages: 271
DOI: 10.4018/978-1-7998-6474-5
ISBN13: 9781799864745|ISBN10: 179986474X|EISBN13: 9781799864752|ISBN13 Softcover: 9781799897149
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Description & Coverage
Description:

Choosing the right technologies to match student learning outcomes in today's technology-integrated classrooms presents educators and instructional designers with multiple curricula and instructional design challenges including selecting appropriate technologies to match desired student learning outcomes. As students continue to have broad access to information from a variety of web-based platforms, educators and educational professionals are increasingly tasked with ensuring the information used to complete key assignments or tasks is authentic and from a verifiable resource. As such, the era of deep fakes in images, audios, videos, and digital texts is more prevalent than ever as numerous programs using artificial intelligence (AI) can significantly alter original content to fundamentally change the intent of original content. Moreover, students are being bombarded by a plethora of information that is either intentionally or mistakenly false and must be navigated with care. Accordingly, educators and educational professionals are now tasked with employing best practices to not only teach basic digital literacy and citizenship skills but also to recognize how technology-immersed learning environments interact with deep fakes and misinformation while equipping students with the tools necessary to recognize authentic and altered content.

Deep Fakes, Fake News, and Misinformation in Online Teaching and Learning Technologies is a critical reference source that addresses rising concerns of students’ ability to navigate the multitude of false and altered information and content that is easily accessible through online platforms. The chapters go into deeper detail about how deep fakes, fake news, and mis- and dis-information have the potential of negatively affecting the fields of teaching and learning and the importance of student access to content-related tasks from legitimate, vetted resources that accurately reflect the desired information the student means to convey. The book seeks to reinforce the importance of digital literacy and digital citizenship among adolescents. This book is essential for teaching faculty, higher education faculty, higher education administrators, educational software developers, security specialists, information specialists, media specialists, librarians, educational researchers, and students looking for information on how deep fakes and fake news are being navigated within the context of online teaching and educational technologies.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Artificial Intelligence
  • Cybersecurity
  • Data Literacy
  • Deep Fakes
  • Digital Citizenship
  • Digital Literacy
  • Educational Technologies
  • Fake News
  • Infodemic
  • Information Literacy
  • Misinformation
  • Multimodal Literacy
  • Online Learning
  • Social Media
  • Teaching Faculty
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Editor/Author Biographies

Dr. Rebecca J. Blankenship is an Associate Professor and Director of TESOL programs in the Elementary Education Department at Florida A&M University’s College of Education. Dr. Blankenship has over 16 years of public school teaching experience in both the states of Tennessee and Florida. She earned her Ph.D. from the University of South Florida in Second Language Acquisition and Instructional Technology (SLA/IT) with an emphasis on teaching English to Speakers of Other Languages (ESOL) and virtual/simulated professional development for pre-service teacher candidates. She holds a Master of Science in Secondary Education and Master of Arts in Political Science from the University of Tennessee, where she also completed her undergraduate degree with a double major in Pre-Law and Spanish.

She was a member of the Inaugural Provost's Digital Learning Initiative in 2017 and currently serves as a DLI Ambassador. She also serves as an Association of Teacher Educators (ATE) Clinical Educator Fellow. Dr. Blankenship holds two national teaching credentials from the Association of College and University Educators (ACUE) in Effective College Instruction (Advanced). She is also the recipient of the FAMU 2022 Senior Level Teaching Innovation Award as well s the United States Distance Learning Association 2021 Impact Award and 2022 Quality Research Award - Gold Level.

Dr. Blankenship’s research interests include the development of virtual training environments for pre-service teacher candidates, the digital agency and literacy development of pre-service teachers and university faculty, and the effects of politics and social media on the teaching profession. She has committed herself through her university teaching, supervision of interns, and faculty service to provide the most salient experiences for pre-service teacher candidates, particularly those representing marginalized populations, to ensure they are well prepared to enter the teaching profession. Her list of accomplishments and publications in addition to her university, state, national, and international service demonstrates her ongoing commitment to the preparation of this nation's future minority teaching corps.

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