Critical Understandings of Digital Technology in Education

This book explores the underlying assumptions of prevailing theories, frameworks, models, and principles in digital technology education through the metaphysical lenses of ontology, epistemology, axiology, and methodology. Dreamson repositions learners in the networked world by reflecting its ecological, transformative nature.

This book explores the underlying assumptions, beliefs, and values of prevailing theories, frameworks, models, and principles in digital technology education through the metaphysical lenses of ontology, epistemology, axiology, and methodology. By proposing meta-connective pedagogy that reflects the ecological, transformative nature of the digitally networked world, Dreamson repositions learners in the networked world for their authentic engagement.

Covering key domains of digital technology education, this volume explores topics such as meta-connective learning; digital identity formation; emergent communities and co-laboured learning; interdisciplinary and transdisciplinary knowledge production; teacher attitudes towards the relationship between learning and technology; learner engagement and online interaction; transformative digital literacy; meta-analysis of technology integration frameworks; methodology for authentic digital engagement; and meta-connective ethics.

• Critical Understandings of Digital Technology in Education* is the perfect resource for in-service and preservice teachers, as well as researchers and specialist teachers in technology and information and communication technology education fields who are looking to enhance their pedagogical understandings of digital technology.

  Autorentext

Neal Dreamson is a senior lecturer in the School of Teacher Education and Leadership, Faculty of Education, Queensland University of Technology (QUT), Australia.

Inhalt

Introduction Chapter 1. Meta-connective learning Chapter 2. Reflective identity formation in an emergent space Chapter 3. Emergent communities and co-laboured learning Chapter 4. Knowledge production modes: Interdisciplinary and transdisciplinary learning Chapter 5. Teachers' attitudes towards the relationship between learning and technology Chapter 6. Learner engagement and online interaction Chapter 7. Digital literacy frameworks and their linearity Chapter 8. Technology Integration Frameworks Chapter 9. Methodology for Authentic Digital Enaggement Chapter 10. Meta-connective ethical understanding of digital literacy education Conclusion: Meta-connective pedagogy