This open textbook explores the ways in which technology has been used and integrated into afterschool programs, museums, and libraries for youth enrichment through extracurricular learning opportunities. Beginning with a background in the historical context and theoretical underpinnings of such programs, the book goes on to make clear distinctions between and amongst programs offered in these areas. They conclude that the ecology of these programs is just as important as the digital media and technology that is being used; this includes the interplay of the “location and context, the staff and peers” (p. 66). The textbook is 93 pages long, reporting on research conducted via a grant from the McArthur Foundation.
Type of Material:
Open Textbook
Recommended Uses:
• Could be used in a class where multimedia and instructional technology, youth programs, or community engagement is the focus
• Could be used by an individual or entity seeking to improve or better understand the use of digital media and technology in youth programs
• Could be used by a researcher in the field of digital media and technology to identify gaps in the literature for future research
Technical Requirements:
Must have a Kindle Reader, Kindle Software or Adobe Acrobat Reader.
Kindle software is available for multiple computers and devices including Macintosh OSX, Windows, Android, and iOS. The software can be downloaded from the appropriate application stores. The e-book can also be downloaded from MIT press into PDF format and read with Adobe Acrobat Reader. The book is also available in hard copy at bookstores (online and physical).
Identify Major Learning Goals:
1. Describe what types of programs are using varying kinds of digital media to support learning.
2. Analyze how effective the use of digital media is in these venues
3. Synthesize the information from this text into a plan for future research
4. Apply data and information to new and/or existing afterschool programs
Target Student Population:
Aspiring and professional K-12 educators in the field of instructional technology or related fields; college level classroom use and professional users in instructional technology or related fields.
Prerequisite Knowledge or Skills:
Familiarity with afterschool programs is a plus, and knowledge of educational theory is highly suggested. Familiarity with instructional technology (both theory and practice) would also be helpful.
Content Quality
Rating:
Strengths:
• Provides historical and theoretical context for the types of philosophies that support extracurricular activities and learning opportunities for students.
• Not heavy with jargon – accessible by a variety of readers (even those not fluent in educational theory).
Concerns:
• As the narrative begins to sort through definitions such as afterschool, extended learning, extracurricular, and so on, it seemed like a table or guide of some sort was necessary. Because such attention is paid to their distinction, it might be useful to draw this out more concisely and clearly.
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
• This open book can be used in a variety of ways, making it a flexible resource. For instance, it could be used in a graduate education course, as a book group selection for community organizers, or as a primer for school-wide or community administrators.
Concerns:
• While this may not be the main purpose, it would have been nice for a book so clearly geared toward an understanding of education to have a note on how it might be used in an educational setting.
Ease of Use for Both Students and Faculty
Rating:
Strengths:
Simple to use in that the eBook can be downloaded to any device that has the Kindle software installed. It can also be downloaded to a PDF from the Amazon website for printing.
Concerns:
• Not readily apparent that you can download this from the internet instead of on a Kindle app.
• Could be more geared toward facilitating discussion in the field, which appears to be one of its main goals (questions of future research notwithstanding).
Creative Commons:
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