Culture, Learning, and Technology: Research and Practice provides readers with an overview of the research on culture, learning, and technology (CLT) and introduces the concept of culture-related theoretical frameworks. In 13 chapters, the book explores the theoretical and philosophical views of CLT, presents research studies that examine various aspects of CLT, and showcases projects that employ best practices in CLT. Written for researchers and students in the fields of Educational Technology, Instructional Design, and the Learning Sciences, this volume represents a broad conceptualization of CLT and encompasses a variety of settings. As the first significant collection of research in this emerging field of study, Culture, Learning, and Technology overflows with new insights into the increasing role of technology use across all levels of education.
Table of Contents
Table of Contents
- Introduction to Culture, Learning and Technology: Research and Practice
- Critical Pedagogy and Instructional Technology
- Revisiting Instructional Technologists’ Inattention to Issues of Cultural Diversity among Stakeholders
- Globalization, Ironic Binaries, and Instructional Technology: Toward the Emergence of a Robust Critical Theory of Technology
- Hip-Hop Music as a Pedagogical tool: Teaching with Hip-hop in Global Contexts
- Examining the Use of an Online Cultural Module to Increase Learners' Intercultural Sensitivity
- How cultural factors influence the use of social constructivist-based pedagogical models of distance learning: Examining Japanese online collaborative behaviors.
- Culture & Computational Thinking: A Pilot Study of Operationalizing Culturally Responsive Teaching (CRT) in Computer Science Education
- Foundational Theories of Social Media Tools and Cultural Competency: A Systematic Literature Review
- iDESIGN: Designing & Implementing a Culturally Relevant Game-Based Curriculum
- Boys and Video Game Play: Re-engaging Boys in the Classroom
- Exploring Chinese international students’ acceptance of mobile learning
- Students Making Science Games: The Design Process of Students Incorporating Science Content into Video Games
- How the Cultural Clash of Essentialism and Progressivism Shaped Technology Adoption: A Case Study of Culture, Learning and Technology.
Angela Benson, Joi Moore, and Roberto Joseph
Amy C. Bradshaw
Deepak Prem Subramony
Michael K. Thomas
Akesha Horton, Erik Byker, and Keith Heggert
Leshell Hatley, Cynthia E. Winston-Proctor, Gina M. Paige, and Kevin Clark
Sandra G. Nunn, Lequisha Brown-Joseph, Michelle Susberry Hill
Roberto Joseph and James Diamond
Shulong Yan, Yelim Mun, Jason Engerman, and Alison Carr-Chellman
Zhetao Guo and Angela D. Benson
Neda Khalili Blackburn and Kevin Clark
Steven Watkins and Mansureh Kebritchi
Angela D. Benson is Associate Professor of Instructional Technology at The University of Alabama, USA.
Roberto Joseph is Associate Professor of Educational Technology and Graduate Director of Educational Technology programs at Hofstra University, USA.
Joi L. Moore is Professor in the School of Information Science & Learning Technologies at the University of Missouri, USA.
"In this book, Benson, Joseph, and Moore offer a guiding framework for ways to study and reflect on the issues occurring at the nexus of culture, learning, and technology. Leading authors in such fields as pedagogy, globalization, intercultural sensitivity, social media, essentialism, and progressivism are brought together in a volume that promises to become essential reading for educators at all levels."
—Robert Maribe Branch, Professor and Department Head, Department of Career and Information Studies, College of Education, University of Georgia, USA
"Culture, Learning and Technology: Research and Practice offers a seminal examination across interdisciplinary, research, theoretical, and practical aspects of educational technology in cultural contexts. The text gives voice to a growing contingent of researchers and designers who believe that culture matters. The authors expose the strengths and weaknesses of the field and advocate for a more deliberate focus on culture. As we move further into the 21st century, this text will be a guiding light for all to see the value of culture when considering the human equation."
—Patricia A. Young, Associate Professor, Department of Education, University of Maryland, Baltimore County, USA