The Socio-Materiality of Learning Practices and Implications for the Field of Learning Technology

Autor/in	Johri, Aditya
Titel	The Socio-Materiality of Learning Practices and Implications for the Field of Learning Technology
Quelle	In: Research in Learning Technology, 19 (2011) 3, S.207-217 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-7069
DOI	10.1080/21567069.2011.624169
Schlagwörter	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 + Suchen Sie Ihr Suchwort? Informationstechnologie; Unterrichtsmedien; Informelle Bildung; Nichtformale Bildung; Case study; Fallstudie; Case Study; Ingenieurausbildung; Lesson concept; Lessonplan; Unterrichtsentwurf; Multimediales Lernen; Computergrafik; Computersimulation; Computernutzung; Educational theory; Theory of education; Bildungstheorie; Hochschullehre
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10