1st Edition
Critical Understandings of Digital Technology in Education Meta-Connective Pedagogy
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.
Contents
Acknowledgement
Introduction
Metaphysical understanding of digital technology in education
An overview of the chapters
References
Chapter 1 Meta-connective learning
Connected knowledge and connective learning
Distributed knowledge and learnability
Learnability for the network
Meta-, inter-, and trans-connectivity
Meta-connective pedagogy
References
Chapter 2 Reflective identity formation in an emergent space
Digital identity formation
Digital identity on social network services
Reflective practice on social network services
Reflective practice as digital identity formation
References
Chapter 3 Emergent communities and co-laboured learning
Emergent communities
Community change
Connective, non-linear learning experiences
Authentic collaboration
Co-laboured learning: Dispersive, connective, and collaborative
References
Chapter 4 Knowledge production modes: Interdisciplinary and transdisciplinary learning
Knowledge production modes: Mode 1, 2 and 3
Conceptual understanding of multi-, inter- and trans-disciplinarity
Meta-methodology: interdisciplinary and transdisciplinary approaches
Meta-knowledge: Transdisciplinary awareness
References
Chapter 5 Teacher attitudes towards the relationship between learning and technology
Fundamentalists
Technologists
Integrationists
Professionalists
Emergentists
The topology of the learning-technology relationship
References
Chapter 6 Learner engagement and online interaction
Four models of online learning interaction design
E-tivities
Phases of engagement
(Extended) community of inquiry
Interaction and cognitive engagement in connectivist learning
Pedagogical considerations for online interaction design
Embedded knowledge
Re-codified values of learning community
Platform-based communication and collaboration
References
Chapter 7 Digital literacy frameworks and their linearity: Transformative digital literacy
Digital literacy frameworks
Linear vs. non-linear processes
The transformative nature of technology
Non-linearly modelled digital literacy
Transformative digital literacy pedagogy
References
Chapter 8 Technology integration frameworks: Meta-analysis
Metaphysical understanding of technology integration
Interdisciplinary curriculum: Epistemology - Curricular convergence
Pedagogical innovation: Axiology - Value changes
Technological inclusivity: Ontology - Digital divide
Technology integration: Meta-analytic understanding
TPACK
SAMR
TIM
LoTi
Interpreted technology integration
References
Chapter 9 Methodology for authentic digital engagement
Linear, gradual engagement
Curricular, deductive engagement
Digital engagement vs. task engagement
Methodological empiricism: Perspectives of critical realism
Critical methodology: Abstraction, emergence, and causality
A configurational approach
References
Chapter 10 Meta-connective ethical understanding of digital literacy education
A meta-ethical approach to digital literacy skills
Ethical practice of critical thinking: Instrumental individualism
Ethical understanding of communication: Linearity and incremental process
Ethically reflective digital collaboration ethics: Cooperation vs. collaboration
Ethically connective creativity: Knowledge production modes
Digital literacy education: Normative vs. meta-connective ethical
References
Conclusion: Meta-connective pedagogy
Intersubjectivity, interobjectivity, and emergent values
Meta-connective pedagogicalisation
A meta-connective pedagogical process
Meta-connective thinking
References
INDEX
Biography
Neal Dreamson is a senior lecturer in the School of Teacher Education and Leadership, Faculty of Education, Queensland University of Technology (QUT), Australia.
