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180415 ||| eng |
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|a 9789264111011
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| 245 |
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|a Connected Minds
|h Elektronische Ressource
|b Technology and Today's Learners
|c Organisation for Economic Co-operation and Development
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| 260 |
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|a Paris
|b OECD Publishing
|c 2012
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| 300 |
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|a 172 p.
|c 16 x 23cm
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| 505 |
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|a Are learners' expectations changing? -- Contrasting views about the digital generation -- How connectedness is shaping the economy and society -- Executive summary -- Implications for educational policy, research and practice -- Emerging issues for education -- What are the effects of attachment to digital media and connectivity? -- How relevant connectedness is for young people -- Introduction - Why connectedness matters -- Foreword -- Key findings
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| 653 |
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|a Education
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| 653 |
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|a Science and Technology
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| 710 |
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|a Organisation for Economic Co-operation and Development
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| 041 |
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|a eng
|2 ISO 639-2
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| 989 |
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|b OECD
|a OECD Books and Papers
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| 490 |
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|a Educational Research and Innovation
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| 024 |
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|a /10.1787/9789264111011-en
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| 856 |
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|a oecd-ilibrary.org
|u https://doi.org/10.1787/9789264111011-en
|x Verlag
|3 Volltext
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|a 370
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|a 600
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|a In all OECD countries, digital media and connectedness are integral to the lives of today's learners. It is often claimed that these learners are "new millennium learners", or "digital natives", who have different expectations about education. This book contributes to the debate about the effects of technology attachment and connectedness on today's learners, and their expectations about teaching. The book sets out to answer the following questions: Can the claim that today's students are "new millenium learners" or "digital natives be sustained empirically? Is there consistent research evidence demonstrating the effects of technology on cognitive development, social values, and learning expectations? What are the implications for educational policy and practice?
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