Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning.
The purpose of this article is to offer some reflections on the relationships between digital technologies and learning. It is argued that activities of learning, as they have been practised within institutionalized schooling, are coming under increasing pressure from the developments of digital tec...
| Publicado en: | Journal of Computer Assisted Learning Vol. 26; no. 1; pp. 53 - 65 |
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| Formato: | Journal Article |
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Wiley-Blackwell
Feb2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105119862&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105119862 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2010 vid: 26 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105119862 105119862 2010535164 10.1111/j.1365-2729.2009.00341.x 105119862 ppf: 53 ppct: 12 formats: tig: atl: Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. aug: au: Säljö R sug: subj: Educational Technology History Educational Technology Trends Learning Methods History Learning Methods Trends Computer-Assisted Instruction Knowledge Literacy ab: The purpose of this article is to offer some reflections on the relationships between digital technologies and learning. It is argued that activities of learning, as they have been practised within institutionalized schooling, are coming under increasing pressure from the developments of digital technologies and the capacities to store, access and manipulate information that such resources offer. Thus, the technologies do not merely support learning; they transform how we learn and how we come to interpret learning. The metaphors of learning currently emerging as relevant in the new media ecology emphasize the transformational and performative nature of such activities, and of knowing in general. These developments make the hybrid nature of human knowing and learning obvious; what we know and master is, to an increasing extent, a function of the mediating tools we are familiar with. At a theoretical and practical level, this implies that the interdependences between human agency, minds, bodies and technologies have to serve as foundations when attempting to understand and improve learning. Attempts to account for what people know without integrating their mastery of increasingly sophisticated technologies into the picture will lack ecological validity. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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