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Educational Psychology Reader

The Art and Science of How People Learn - Revised Edition


Edited By Greg S. Goodman

The revised edition of Educational Psychology Reader: The Art and Science of How People Learn presents an exciting amalgam of educational psychology’s research-based reflections framed in twenty-first century critical educational psychology. As a discipline, educational psychology is reinventing itself from its early and almost exclusive identification with psychometrics and taxonomy-styled classifications to a dynamic and multicultural collage of conversations concerning language acquisition, socially mediated learning, diverse learning modalities, motivation, the affective domain, brain-based learning, the role of ecology in increasing achievement, and many other complementary dimensions of how people learn. Many polymaths of the discipline are included in this volume, providing daunting evidence of the range and intellectual rigor of educational psychology at this historical juncture. Featuring a collection of renowned international authors, this text will appeal to scholars across the globe. The Educational Psychology Reader is an ideal choice as either the primary or supplemental text for both undergraduate and graduate level educational psychology courses.
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50. Toward a Psychology of Communication: Effects of Culture and Media in the Classroom


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Toward a Psychology of Communication

Effects of Culture and Media in the Classroom

Joanne Washington

Advances during the past twenty years have sparked a revolution in technology and communication systems. Today, communication is instantaneous as it travels in digital form via a wide variety of media. Communication has shifted from passive to active. No longer does the student sit passively in the classroom, eyes fixed on the teacher—center stage—the focus of attention.

Think about the changes in communication that have occurred: Twenty years ago telephones were only used for spoken communication, and television and film were our primary entertainment outlets. Advances in communication technology have changed the way we use technology and how we depend on it for most of our communication. We expect instant connections and expect that our interactions will garner immediate responses (think instant messaging). What this means for teachers is that we enter the classroom with the expectation that when we communicate with our students, we will be understood and they will give us the responses that we desire. To that end, most schools of education require prospective teachers to take courses on how to use communication technology in the classroom. The most recent trend is the use of cell phones to teach (Mickey, 2005). Yet, will the ability to download textbook readings to students’ cell phones, use a blazing PowerPoint presentation, design an interactive wiki or...

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