Activity theory, authentic learning and emerging technologies : towards a transformative higher education pedagogy /
Although emerging technologies are becoming popularised for teaching, learning and research, the relationship between their use and transformative effects on higher education remain largely unexplored. This edited collection seeks to fill this gap by providing a nuanced view, locating higher educati...
| Other Authors: | |
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| Format: | Book |
| Language: | English |
| Published: |
Abingdon, Oxon ; New York :
Routledge,
2015
New York : Routledge, Taylor Francis Group, 2015 |
| Series: | Routledge research in higher education
|
| Subjects: |
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| 245 | 0 | 0 | |a Activity theory, authentic learning and emerging technologies : |b towards a transformative higher education pedagogy / |c edited by Vivienne Bozalek [and five others] |
| 264 | 1 | |a Abingdon, Oxon ; |a New York : |b Routledge, |c 2015 | |
| 264 | 1 | |a New York : |b Routledge, Taylor Francis Group, |c 2015 | |
| 264 | 4 | |c ©2015 | |
| 300 | |a xxv, 246 pages : |b illustrations ; |c 24 cm | ||
| 300 | |a xxv, 246 pages ; |c 24 cm | ||
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| 504 | |a Includes bibliographical references (page 241) and index | ||
| 504 | |a Includes bibliographical references and index | ||
| 520 | |a Although emerging technologies are becoming popularised for teaching, learning and research, the relationship between their use and transformative effects on higher education remain largely unexplored. This edited collection seeks to fill this gap by providing a nuanced view, locating higher education pedagogical practices at an intersection of emerging technologies, authentic learning and activity systems. Providing numerous case studies as examples, the book draws from a wide range of contexts to illustrate how such a convergence has the potential to track transformative teaching and learning practices in the higher education sector. Chapters provide the reader with a variety of transformative higher education pedagogical practices in southern contexts, theorised within the framework of Cultural Historical Activity Theory (CHAT) and tool mediation, while using authentic learning as a pedagogical model upon which this theoretical framework is based. The topics covered in the book have global relevance, with research paying particular attention to South Africa, Australia and New Zealand, where the authors are based. The book will be of interest to educators, researchers and practitioners in higher education, as well as those interested in emerging technologies in education more generally-- |c Provided by publisher | ||
| 520 | |a "Although emerging technologies are becoming popularised for teaching, learning and research, the relationship between their use and transformative effects on higher education remain largely unexplored. This edited collection seeks to fill this gap by providing a nuanced view, locating higher education pedagogical practices at an intersection of emerging technologies, authentic learning and activity systems. Providing numerous case studies as examples, the book draws from a wide range of contexts to illustrate how such a convergence has the potential to track transformative teaching and learning practices in the higher education sector. Chapters provide the reader with a variety of transformative higher education pedagogical practices in southern contexts, theorised within the framework of Cultural Historical Activity Theory (CHAT) and tool mediation, while using authentic learning as a pedagogical model upon which this theoretical framework is based. The topics covered in the book have global relevance, with research paying particular attention to South Africa, Australia and New Zealand, where the authors are based. The book will be of interest to educators, researchers and practitioners in higher education, as well as those interested in emerging technologies in education more generally"-- |c Provided by publisher | ||
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