1st Edition
Critical Understandings of Digital Technology in Education Meta-Connective Pedagogy
Contents
Acknowledgement
Introduction
Metaphysical understanding of digital technology in education
An overview of the chapters
References
Chapter 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
Chapter 2 Reflective identity formation in an emergent space
Digital identity formation
Digital identity on social network services
Reflective practice on social network services
Reflective practice as digital identity formation
References
Chapter 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
Chapter 4 Knowledge production modes: Interdisciplinary and transdisciplinary learning
Knowledge production modes: Mode 1, 2 and 3
Conceptual understanding of multi-, inter- and trans-disciplinarity
Meta-methodology: interdisciplinary and transdisciplinary approaches
Meta-knowledge: Transdisciplinary awareness
References
Chapter 5 Teacher attitudes towards the relationship between learning and technology
Fundamentalists
Technologists
Integrationists
Professionalists
Emergentists
The topology of the learning-technology relationship
References
Chapter 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 community
Platform-based communication and collaboration
References
Chapter 7 Digital literacy frameworks and their linearity: Transformative digital literacy
Digital literacy frameworks
Linear vs. non-linear processes
The transformative nature of technology
Non-linearly modelled digital literacy
Transformative digital literacy pedagogy
References
Chapter 8 Technology integration frameworks: Meta-analysis
Metaphysical understanding of technology integration
Interdisciplinary curriculum: Epistemology - Curricular convergence
Pedagogical innovation: Axiology - Value changes
Technological inclusivity: Ontology - Digital divide
Technology integration: Meta-analytic understanding
TPACK
SAMR
TIM
LoTi
Interpreted technology integration
References
Chapter 9 Methodology for authentic digital engagement
Linear, gradual engagement
Curricular, deductive engagement
Digital engagement vs. task engagement
Methodological empiricism: Perspectives of critical realism
Critical methodology: Abstraction, emergence, and causality
A configurational approach
References
Chapter 10 Meta-connective ethical understanding of digital literacy education
A meta-ethical approach to digital literacy skills
Ethical practice of critical thinking: Instrumental individualism
Ethical understanding of communication: Linearity and incremental process
Ethically reflective digital collaboration ethics: Cooperation vs. collaboration
Ethically connective creativity: Knowledge production modes
Digital literacy education: Normative vs. meta-connective ethical
References
Conclusion: Meta-connective pedagogy
Intersubjectivity, interobjectivity, and emergent values
Meta-connective pedagogicalisation
A meta-connective pedagogical process
Meta-connective thinking
References
INDEX
Biography
Neal Dreamson is a senior lecturer in the School of Teacher Education and Leadership, Faculty of Education, Queensland University of Technology (QUT), Australia.
