Critical Understandings of Digital Technology in Education: Meta-Connective Pedagogy, 1st Edition (Hardback) book cover

Critical Understandings of Digital Technology in Education

Meta-Connective Pedagogy, 1st Edition

By Neal Dreamson

Routledge

208 pages

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Hardback: 9780367229030
pub: 2019-10-18
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Description

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 pre-service teachers, as well as researchers and specialist teachers in technology and ICT education fields, who are looking to enhance their pedagogical understandings of digital technology.

Table of Contents

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

About the Author

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

Subject Categories

BISAC Subject Codes/Headings:
EDU000000
EDUCATION / General