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ERIC Number: EJ869634
Record Type: Journal
Publication Date: 2010-Feb
Pages: 12
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: ISSN-0266-4909
Digital Tools and Challenges to Institutional Traditions of Learning: Technologies, Social Memory and the Performative Nature of Learning
Saljo, R.
Journal of Computer Assisted Learning, v26 n1 p53-64 Feb 2010
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A