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"Nothing is more synonymous with the twenty-first century than the image of a child on his or her smart phone, tablet, video game console, television, and/or laptop. But with all this external stimulation, has childhood development been helped or hindered? Daniel dervin is concerned that today's childhood has become unmoored from its Rousseauist-Wordsworthian anchors in nature. He considers childrens development to be inextricably linked with inwardness, a psychological concept referring to the awareness of ones self as derived from the world and the internalization of such reflections. Inwardness is the enabling space that allows ones thoughts, experiences, and emotions to be processed. It is an important adaptive marker of human evolution.In The Digital Child, dervin traces the evolution of how we have perceived childhood in the West, and thus what we have meant by inwardness, from pre-history to today. He identifies six transformational stages: tribal, pedagogical, religious, humanist, rational, and citizen leading up to a new stage, the digital child. This stage has emerged from current unprecedented and pervasive technological culture. dervin delves deeply into each stage that precedes today's, studying myths, literary texts, the visual arts, cultural histories, media reports, and the traditions of parenting, pediatrics, and pedagogy. Weaving together approaches from biology, culture, and psychology, dervin revisits who we once were as a species in order to enable us to grasp who we are becoming, and where we might be heading, for better or worse."--Provided by publisher.

Internet and children. --- Child development. --- Child psychology.

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We routinely judge how well children are doing in their lives by how they spend their time, yet we know remarkably little about it. This rigorous review of four decades of data provides the clearest insights yet into the way children use their time. With analysis of changes in the time spent on family, education, culture and technology, as well as children's own views on their habits, it provides a fascinating perspective on behaviour, wellbeing, social change and more. This is an indispensable companion to the work of policy makers, academics and researchers, and anyone interested in the daily lives of children.

Child development. --- Children --- Child study --- Development, Child --- Developmental biology --- Time management. --- Development --- Time perception in children. --- Child psychology. --- Behavior, Child --- Child behavior --- Pediatric psychology --- Child development --- Developmental psychology --- Perception in children --- Psychology --- Perception du temps chez l'enfant. --- Enfants --- Psychologie.

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How should we understand and design for fun as a User Experience? This new edition of a classic book is for students, designers and researchers who want to deepen their understanding of fun in the context of HCI. The 2003 edition was the first book to do this and has been influential in broadening the field. It is the most downloaded book in the Springer HCI Series. This edition adds 14 new chapters that go well beyond the topics considered in 2003. New chapter topics include: online dating, interactive rides, wellbeing, somaesthetics, design fiction, critical design and participatory design methods. The first edition chapters are also reprinted, with new notes by their authors setting the context in which the 2003 chapter was written and explaining the developments since then. Taken with the new chapters this adds up to a total of 35 theoretical and practical chapters written by the most influential thinkers from academia and industry in this field.

Human-computer interaction. --- Computer-human interaction --- Human factors in computing systems --- Interaction, Human-computer --- Human engineering --- User-centered system design --- User interfaces (Computer systems) --- Computer science. --- Architectural design. --- Educational psychology. --- Technology. --- User Interfaces and Human Computer Interaction. --- Interaction Design. --- Educational Psychology. --- Applied Science, multidisciplinary. --- Applied science --- Arts, Useful --- Science, Applied --- Useful arts --- Science --- Industrial arts --- Material culture --- Education --- Psychology, Educational --- Psychology --- Child psychology --- Design --- Structural design --- Informatics --- User interfaces (Computer systems). --- Graphic design. --- Education—Psychology. --- Interfaces, User (Computer systems) --- Human-machine systems --- Human-computer interaction

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This book provides a detailed description of research and application outcomes from the Assessment and Teaching of 21st Century Skills project, which explored a framework for understanding the nature of these skills. The major element of this new volume is the presentation of research information from the global assessment of two 21st century skills that are amenable to teaching and learning: collaborative problem solving, and learning in digital networks. The outcomes presented include evidence to support the validity of assessment of 21st century skills and descriptions of consequent pedagogical approaches which can be used both to teach the skills and to use them to enhance key learning goals in secondary education systems. The sections of the volume are connected through a focus on the degree to which innovative assessment tasks measure the constructs of interest. This focus is informed by conceptual and methodological issues associated with affordances of 21st century computer-based assessment. How understanding of the nature of the skills, as derived from these assessments, can guide approaches to the integration of 21st century skills in the classroom, is informed by initiatives adopted by participating countries. The guiding questions in this volume are: "Do the assessment tasks measure the constructs?" and "What are the implications for assessment and teaching in the classroom?" It is the third volume of papers from this project published by Springer.   .

Education. --- Educational technology. --- Teaching. --- Assessment. --- Educational psychology. --- Education --- Psychometrics. --- Assessment, Testing and Evaluation. --- Educational Psychology. --- Teaching and Teacher Education. --- Educational Technology. --- Psychology. --- Teaching --- Evaluation --- Measurement, Mental --- Measurement, Psychological --- Psychological measurement --- Psychological scaling --- Psychological statistics --- Psychology --- Psychometry (Psychophysics) --- Scaling, Psychological --- Psychological tests --- Scaling (Social sciences) --- Psychology, Educational --- Child psychology --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Instructional systems --- Pedagogical content knowledge --- Training --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Measurement --- Scaling --- Methodology --- Aids and devices --- Educational evaluation. --- Educational assessment --- Educational program evaluation --- Evaluation research in education --- Instructional systems analysis --- Program evaluation in education --- Self-evaluation in education --- Educational tests and measuremen. --- Education—Psychology.

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This book examines how the career counselling profession should respond to the changes in the world of work that have resulted from the increasing need to communicate faster and disseminate information more efficiently. It emphasizes the twin aims of enhancing a persons’ career adaptability and helping them to become more employable, rather than linearly trying to find a job and remaining in one organisation for their entire career-lives. The book shows that, to achieve these aims, people need to acquire career resilience, especially since the world of work no longer provides workers with work-holding environments for the duration of their career-lives. It takes into account historical analyses which show that whenever major technological change has occurred and widespread job losses have ensued, people have managed to use the new technology to create new employment opportunities. Readers from career psychology and management research, vocational and professional career coaching, and students of career psychology will find this book delivers sound, updated theory demonstrating how perceived threats in the 21st century can conceivably be turned into opportunities. .

Employees --- Education --- Psychology, Industrial. --- Educational psychology. --- Educational tests and measurements. --- Educational evaluation. --- Coaching of --- Psychology --- Psychology. --- Assessment. --- Industrial and Organizational Psychology. --- Educational Psychology. --- Coaching. --- Pedagogic Psychology. --- Assessment, Testing and Evaluation. --- Coaching of. --- Employability. --- Vocational guidance. --- Business, Choice of --- Career choice --- Career counseling --- Career patterns --- Career planning --- Careers --- Choice of profession --- Guidance, Student --- Guidance, Vocational --- Occupation, Choice of --- Occupational choice --- Profession, Choice of --- Student guidance --- Vocation, Choice of --- Vocational opportunities --- Counseling --- Educational counseling --- Occupations --- Professions --- Employment potential --- Potential, Employment --- Ability --- Vocational evaluation --- Vocational qualifications --- Applied psychology. --- Employees-Coaching of. --- Educational tests and measuremen. --- Psychology, Educational --- Child psychology --- Applied psychology --- Psychagogy --- Psychology, Practical --- Social psychotechnics --- Industrial psychology. --- Education—Psychology. --- Employees—Coaching of. --- Business psychology --- Industrial psychology --- Psychotechnics --- Industrial engineering --- Personnel management --- Psychology, Applied --- Industrial psychologists