Breaking Out, Finding and Using Information: Theorising Learner Identities in Assemblages of Teaching and Learning with Technology

Autor/in	Colton, Jill
Titel	Breaking Out, Finding and Using Information: Theorising Learner Identities in Assemblages of Teaching and Learning with Technology
Quelle	In: Technology, Pedagogy and Education, 28 (2019) 4, S.425-434 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Colton, Jill)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
DOI	10.1080/1475939X.2019.1640784
Schlagwörter	Self Concept; Teaching Methods; Learning Processes; Information Technology; Influence of Technology; Foreign Countries; Theories; Telecommunications; Handheld Devices; Independent Study; Corporations; Program Descriptions; Longitudinal Studies; Middle School Students; Inquiry; Laptop Computers; Web Sites; Computer Uses in Education; Middle School Teachers; Australia + Suchen Sie Ihr Suchwort? Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Informationstechnologie; Ausland; Theory; Theorie; Telekommunikationstechnik; Selbststudium; Unternehmen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Laptop computer; Laptop; Computer; Digitalrechner; Web-Design; Computernutzung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Australien
Abstract	Theory provides conceptual tools with which to engage in deep thinking about experiences and a shared language by which we can communicate our understandings. Socio-material theory allows us to take account of the role of technology in the performance of learning identities. This has implications for the way that students are produced as learning subjects in relation to the social and material practices they engage in with technologies. This paper describes how Actor Network Theory was used to think about teaching and learning practices in a Year 7 class in Australia. Descriptions of teaching and learning with technology were generated and then analysed as the performance of fluid assemblages. This was done by tracing the many elements that were being combined and recombined to produce the practices of 'breaking out' and 'finding and using information'. The way that learner identities were being performed as concurrently mobile, bounded, self-directed and guided is highlighted. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01