UID:
almahu_9949383618202882
Format:
1 online resource (x, 199 pages) :
,
illustrations
ISBN:
9781000699234
,
1000699234
,
9780429277528
,
0429277520
,
9781000699470
,
1000699471
,
9781000699715
,
1000699714
Content:
This book explores the underlying assumptions, beliefs, and values of prevailing theories, frameworks, models, and principles in digital technology education through the metaphysical lenses of ontology, epistemology, axiology, and methodology. By proposing meta-connective pedagogy that reflects the ecological, transformative nature of the digitally networked world, Dreamson repositions learners in the networked world for their authentic engagement. Covering key domains of digital technology education, this volume explores topics such as meta-connective learning; digital identity formation; emergent communities and co-laboured learning; interdisciplinary and transdisciplinary knowledge production; teacher attitudes towards the relationship between learning and technology; learner engagement and online interaction; transformative digital literacy; meta-analysis of technology integration frameworks; methodology for authentic digital engagement; and meta-connective ethics. Critical Understandings of Digital Technology in Education is the perfect resource for in-service and preservice teachers, as well as researchers and specialist teachers in technology and information and communication technology education fields who are looking to enhance their pedagogical understandings of digital technology.
Note:
10 Meta-connective ethical understanding of digital literacy education
,
Cover; Half Title; Title; Copyright; Dedication; Contents; Introduction; Metaphysical understanding of digital technology in education; An overview of the chapters; References; 1 Meta-connective learning; Connected knowledge and connective learning; Distributed knowledge and learnability; Learnability for the network; Meta-, inter-, and trans-connectivity; Meta-connective pedagogy; References; 2 Reflective identity formation in an emergent space; Digital identity formation; Digital identity on social network services; Reflective practice on social network services
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Reflective practice as digital identity formationReferences; 3 Emergent communities and co-laboured learning; Emergent communities; Community change; Connective, non-linear learning experiences; Authentic collaboration; Co-laboured learning: dispersive, connective, and collaborative; References; 4 Knowledge production modes: interdisciplinary and transdisciplinary learning; Knowledge production modes: Modes 1, 2, and 3; Conceptual understanding of multi-, inter-, and trans-disciplinarity; Meta-methodology: interdisciplinary and transdisciplinary approaches
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Meta-knowledge: transdisciplinary awarenessReferences; 5 Teacher attitudes towards the relationship between learning and technology; Fundamentalists; Technologists; Integrationists; Professionalists; Emergentists; The topology of the learning-technology relationship; References; 6 Learner engagement and online interaction; Four models of online learning interaction design; E-tivities; Phases of engagement; (Extended) community of inquiry; Interaction and cognitive engagement in connectivist learning; Pedagogical considerations for online interaction design; Embedded knowledge
,
Re-codified values of learning communityPlatform-based communication and collaboration; References; 7 Digital literacy frameworks and their linearity: transformative digital literacy; Digital literacy frameworks; Linear versus non-linear processes; The transformative nature of technology; Non-linearly modelled digital literacy; Transformative digital literacy pedagogy; References; 8 Technology integration frameworks: meta-analysis; Metaphysical understanding of technology integration; Interdisciplinary curriculum: epistemology -- curricular convergence
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Pedagogical innovation: axiology -- value changesTechnological inclusivity: ontology -- digital divide; Technology integration: meta-analytic understanding; TPACK; SAMR; TIM; LoTi; Interpreted technology integration; References; 9 Methodology for authentic digital engagement; Linear, gradual engagement; Curricular, deductive engagement; Digital engagement versus task engagement; Methodological empiricism: perspectives of critical realism; Critical methodology: abstraction, emergence, and causality; A configurational approach; References
Additional Edition:
Print version: Dreamson, Neal. Critical Understandings of Digital Technology in Education : Meta-Connective Pedagogy. Milton : Routledge, ©2019 ISBN 9780367229030
Language:
English
Keywords:
Electronic books.
;
Electronic books.
DOI:
10.4324/9780429277528
URL:
https://www.taylorfrancis.com/books/9780429277528
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