oa Critical Studies in Teaching and Learning (CriSTaL) - Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy, Bozalek, V., Ng'ambi, D., Wood, D., Herrington, J., Hardman, J. & Amory, A. (Eds.) : book review
|Article Title||Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy, Bozalek, V., Ng'ambi, D., Wood, D., Herrington, J., Hardman, J. & Amory, A. (Eds.) : book review|
|© Publisher:||Critical Studies in Teaching and Learning|
|Journal||Critical Studies in Teaching and Learning (CriSTaL)|
|Affiliations||1 Stellenbosch University|
|Publication Date||Jan 2015|
|Pages||89 - 93|
With so many financial and human resources invested in the increased use of learning technologies in higher education institutions, this edited collection is a very important publication in that it focuses on the potential transformative effect of emerging technologies on learning and teaching practices in higher education. This transformative effect has largely been unexplored in a systematic way and the potential transformative effect is often only described by means of anecdotes or in a hyped-up way, without any supporting theoretical frameworks. Furthermore, with emerging technologies there often is a tendency to focus on the trends and issues (Reiser & Dempsey, 2011), strategies for managing technology in higher education (Bates & Sangra, 2011) or models for implementation (Beetham & Sharpe, 2013; Reigeluth, 2013), sometimes with a very specific focus on just one case study utilising an emerging technology such as Web 2.0 (Bennett et al., 2012). Without taking away from the important contribution of all of these types of publications, this edited collection moves beyond mere description and addresses an important, unexplored aspect of emerging technologies, namely the relationship between their use and the potential transformative effect on higher education.
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