ERIC Number: EJ949218
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 44
The Socio-Materiality of Learning Practices and Implications for the Field of Learning Technology
Research in Learning Technology, v19 n3 p207-217 2011
Although the use of digital information technologies in education has become commonplace, there are few, if any, central guiding frameworks or theories that explicate the relationship between technology and learning practices. In this paper, I argue that such a theoretical framework can assist scholars and practitioners alike by working as a conduit to study and design learning technologies. Towards this goal, I propose socio-materiality as a key theoretical construct with valuable insights and implications for the field of learning technology. Socio-materiality helps balance the disproportionate attention given to either the social implications of technology use or the material aspects of technology design. Furthermore, I forward "socio-material bricolage" as a useful analytical framework to examine and design technology-infused learning environments. I illustrate the value of the framework by applying it to three case studies of formal and informal technology-based learning.
Descriptors: Information Technology, Educational Technology, Informal Education, Case Studies, Federal Aid, Engineering Education, Instructional Design, Multimedia Instruction, Computer Simulation, Internet, Computer Uses in Education, Influence of Technology, Handheld Devices, Electronic Learning, Technology Integration, Educational Theories, College Instruction, Synchronous Communication
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A