Technologies, Learning and Culture: Some Emerging Themes

Autor/inn/en	Lally, Vic; Sclater, Madeleine; Brown, Ken
Titel	Technologies, Learning and Culture: Some Emerging Themes
Quelle	In: Research in Comparative and International Education, 13 (2018) 1, S.227-235 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499918770951
Schlagwörter	Educational Technology; Technology Uses in Education; Communications; Design; Interdisciplinary Approach; Comparative Analysis; Computer Assisted Testing; Teaching Methods; Online Courses; Large Group Instruction; Values; Telecommunications; Handheld Devices; Foreign Countries; Cultural Differences; South Africa; Malawi; Australia; United Kingdom + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Nachrichtenwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Wertbegriff; Telekommunikationstechnik; Ausland; Kultureller Unterschied; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Australien; Großbritannien
Abstract	This paper reflects on some of the themes emerging from a consideration of recent research at the nexus of technologies, learning and culture. The authors comment on the expansive nature of the concept of learning spaces in papers featuring an investigation of technology enhanced learning (TEL) and communication design studios in the UK and Australia, the use of interdisciplinary research collaborations to develop novel implementations of TEL learning spaces, and the challenges of developing an e-university in Malawi. They also examine a comparative study focused on classroom-based learning spaces augmented by computer-based assessment technologies, and the role of TEL both within and in response to protests at universities in South Africa. Massive open online courses are then considered as distinctive educational designs that may offer diverse student experiences, either formal or informal. The next emerging theme considers the sources of tension and richness arising from the widely divergent values that can be embedded in TEL. This is followed by consideration of infrastructural issues and the technologies--learning--culture nexus, followed by the use of theory in TEL work, leading to interdisciplinary theory-informed TEL projects that may be beneficial in the wider project of reimagining higher education for work and study. Finally, the paper examines the theme of mobile TEL and the hegemonic issues surrounding the building of sustainable and authentic foundations for learning with mobiles in the globalised South. The theme points to the methodologically challenging and problematic aspects of this hegemonic analysis and considers how the arguments may be further developed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01