Critical Understandings of Digital Technology in Education: Meta-Connective Pedagogy

ISBN-13: 9781032089300 / Angielski / Miękka / 2021 / 212 str.

Neal Dreamson

Opis

This book explores the underlying assumptions of prevailing theories, frameworks, models, and principles in digital technology education through the metaphysical lenses of ontology, epistemology, axiology, and methodology. Dreamson repositions learners in the networked world by reflecting its ecological, transformative nature.

Spis treści

ContentsAcknowledgement IntroductionMetaphysical understanding of digital technology in educationAn overview of the chaptersReferencesChapter 1 Meta-connective learningConnected knowledge and connective learningDistributed knowledge and learnabilityLearnability for the networkMeta-, inter-, and trans-connectivityMeta-connective pedagogyReferencesChapter 2 Reflective identity formation in an emergent spaceDigital identity formationDigital identity on social network servicesReflective practice on social network servicesReflective practice as digital identity formationReferencesChapter 3 Emergent communities and co-laboured learningEmergent communitiesCommunity changeConnective, non-linear learning experiencesAuthentic collaborationCo-laboured learning: Dispersive, connective, and collaborativeReferencesChapter 4 Knowledge production modes: Interdisciplinary and transdisciplinary learningKnowledge production modes: Mode 1, 2 and 3Conceptual understanding of multi-, inter- and trans-disciplinarityMeta-methodology: interdisciplinary and transdisciplinary approachesMeta-knowledge: Transdisciplinary awarenessReferencesChapter 5 Teacher attitudes towards the relationship between learning and technologyFundamentalistsTechnologistsIntegrationistsProfessionalistsEmergentistsThe topology of the learning-technology relationshipReferencesChapter 6 Learner engagement and online interactionFour models of online learning interaction designE-tivitiesPhases of engagement(Extended) community of inquiryInteraction and cognitive engagement in connectivist learningPedagogical considerations for online interaction designEmbedded knowledgeRe-codified values of learning communityPlatform-based communication and collaborationReferencesChapter 7 Digital literacy frameworks and their linearity: Transformative digital literacyDigital literacy frameworksLinear vs. non-linear processesThe transformative nature of technologyNon-linearly modelled digital literacyTransformative digital literacy pedagogyReferencesChapter 8 Technology integration frameworks: Meta-analysis Metaphysical understanding of technology integrationInterdisciplinary curriculum: Epistemology - Curricular convergencePedagogical innovation: Axiology - Value changesTechnological inclusivity: Ontology - Digital divideTechnology integration: Meta-analytic understandingTPACKSAMRTIMLoTiInterpreted technology integrationReferencesChapter 9 Methodology for authentic digital engagementLinear, gradual engagementCurricular, deductive engagementDigital engagement vs. task engagementMethodological empiricism: Perspectives of critical realismCritical methodology: Abstraction, emergence, and causalityA configurational approachReferencesChapter 10 Meta-connective ethical understanding of digital literacy educationA meta-ethical approach to digital literacy skillsEthical practice of critical thinking: Instrumental individualismEthical understanding of communication: Linearity and incremental processEthically reflective digital collaboration ethics: Cooperation vs. collaborationEthically connective creativity: Knowledge production modesDigital literacy education: Normative vs. meta-connective ethicalReferencesConclusion: Meta-connective pedagogyIntersubjectivity, interobjectivity, and emergent valuesMeta-connective pedagogicalisationA meta-connective pedagogical processMeta-connective thinkingReferencesINDEX

O autorze

Neal Dreamson is a senior lecturer in the School of Teacher Education and Leadership, Faculty of Education, Queensland University of Technology (QUT), Australia.