Sprache: Englisch
Verlag: Cambridge University Press, 2012
ISBN 10: 0521513324 ISBN 13: 9780521513326
Anbieter: Better World Books, Mishawaka, IN, USA
Zustand: Very Good. Former library copy. Pages intact with possible writing/highlighting. Binding strong with minor wear. Dust jackets/supplements may not be included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.
Sprache: Englisch
Verlag: Cambridge University Press, 2012
ISBN 10: 0521513324 ISBN 13: 9780521513326
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes Königreich
EUR 132,63
Anzahl: Mehr als 20 verfügbar
In den WarenkorbZustand: New. In.
Sprache: Englisch
Verlag: Cambridge University Press, 2012
ISBN 10: 0521513324 ISBN 13: 9780521513326
Anbieter: Kennys Bookstore, Olney, MD, USA
EUR 188,96
Anzahl: Mehr als 20 verfügbar
In den WarenkorbZustand: New. This title examines the relationship between identity and technology in the learning and lives of young people. Editor(s): Ching, Cynthia Carter; Foley, Brian J. Series: Learning in Doing: Social, Cognitive and Computational Perspectives. Num Pages: 265 pages, 32 b/w illus. 9 tables. BIC Classification: JNC. Category: (P) Professional & Vocational. Dimension: 164 x 235 x 22. Weight in Grams: 502. . 2012. Illustrated. hardcover. . . . . Books ship from the US and Ireland.
Anbieter: Revaluation Books, Exeter, Vereinigtes Königreich
EUR 189,71
Anzahl: 2 verfügbar
In den WarenkorbHardcover. Zustand: Brand New. 1st edition. 320 pages. 9.25x6.25x0.75 inches. In Stock.
Sprache: Englisch
Verlag: Cambridge University Press, 2012
ISBN 10: 0521513324 ISBN 13: 9780521513326
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Buch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - It has become popular in recent years to talk about 'identity' as an aspect of engagement with technology - in virtual environments, in games, in social media and in our increasingly digital world. But what do we mean by identity and how do our theories and assumptions about identity affect the kinds of questions we ask about its relationship to technology and learning Constructing the Self in a Digital World takes up this question explicitly, bringing together authors working from different models of identity but all examining the role of technology in the learning and lives of children and youth.