Learning and New Technologies – Moving beyond the Technology

Research output: Contribution to journalArticle

Abstract

This paper aims to assess whether critical discussions about the shift in society and culture brought about by the emerging new online technologies need to be at the core when defining successful elearning strategies for engaging learners. It will propose that applications and processes provided by emergent technologies and the subsequent associated activities and behaviours they promote in their users can provide a rich environment upon which to build teaching strategies that encompass online applications to support and develop effective knowledge acquisition and enhance learning. In particular, it will focus on contemporary online forms whose concepts have heralded the arrival of Web 2.0 (Web strategically positioned as a platform whose core competencies include service, participation, user as contributor, rich user experiences). It also assesses whether these technological tools that support social networking and collaboration provide an appropriate context for engaging cognitive processes.
LanguageEnglish
Pages370-389
JournalChallenge and Change in the Higher education Learning Environment: Process and Practice Proceedings
Volume1
Publication statusPublished - Jun 2009

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new technology
learning
knowledge acquisition
teaching strategy
networking
participation
experience
Society

Keywords

  • social networking
  • collaborative learning
  • user participation

Cite this

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title = "Learning and New Technologies – Moving beyond the Technology",
abstract = "This paper aims to assess whether critical discussions about the shift in society and culture brought about by the emerging new online technologies need to be at the core when defining successful elearning strategies for engaging learners. It will propose that applications and processes provided by emergent technologies and the subsequent associated activities and behaviours they promote in their users can provide a rich environment upon which to build teaching strategies that encompass online applications to support and develop effective knowledge acquisition and enhance learning. In particular, it will focus on contemporary online forms whose concepts have heralded the arrival of Web 2.0 (Web strategically positioned as a platform whose core competencies include service, participation, user as contributor, rich user experiences). It also assesses whether these technological tools that support social networking and collaboration provide an appropriate context for engaging cognitive processes.",
keywords = "social networking, collaborative learning, user participation",
author = "Helen Jackson",
note = "Reference text: Berger, R. (2004) Digital media futures. In: Gauntlett, D. and Horsley, R. eds. Web studies. 2nd ed. London, Arnold. Burnett, R. and Marshall, D. (2002) Web theory. London, Routledge. Bonwell, C.C. and Elson, J.A. (1991) Active learning: creating excitement in the classroom. Washington, DC, School of Education and Human Development, George Washington University. Chen, S. (2002) A cognitive model for non-linear learning in hypermedia environments. British Journal of Educational Technology, 33(4), pp.449-460. Corso, G.S. and Williamson, S.C. (1999) The social construct of writing and thinking: evidence of how the expansion of writing technology affects consciousness. Bulletin of Science, Technology and Society, 19(1), pp.32-45. De Kerckhove, D. (1998) Connected intelligence: the arrival of the web society. London, Kogan Page. Dewey J. (1959) In: Dewey on education, Dworkin, M. ed. New York, Teachers College Press. Dodson, S. (2006) Show and tell online: social networking sites have gone from the next big thing to the thing itself. Technology Guardian, 2 March. Doheny-Farina, S. (1996) The wired neighbourhood. New Haven, CT, Yale University Press. Giddens, A. (1991) Modernity and self-identity: self and society in the late modern age. Cambridge, Polity. Grant, L. (2006) Using wikis in schools: a case study. Available online from: http://www.futurelab.org.uk Gross, N. (1996) Zap! Spalt! Smarts? Why video games may actually help your children learn. Business Week, 23 December, pp.64-71. Hawisher, G.E. and Selfe, C.L. (2002) Reflections on computers and the composition studies at the century’s end. In: Synder, I. ed. Page to screen: taking literacy into the electronic era. London, Routledge. Holmes, D. (2005) Communication theory: media, technology and society. London, Sage Publications. Holzschlag, M. and Lawson, B. (2002) Usability: the site speaks for itself. Birmingham, glasshaus. Huitt, B. (1997) The cognitive system. Available online from: http://chiron.valdosta.edu/whuitt/col/cogsys/cogsys.html Johnson, B. (2005) Searching for a fresher taste. Technology Guardian, 15 December. Jupp, R., Fairly, C., and Bently, T. (2006) What learning needs: the challenge for a creative nation. Design Council Bulletin, 23, 18 May. Kasper, L.F. (2000) New technologies, new literacies: focus discipline research and ESL learning communities. Language Learning and Technology, 4(2), pp.105-128. Leidner, D. and Jarnenpaa, S. (1993) The Information age confronts education: case studies on electronic classrooms. Information Systems Research, 4, pp.24-54. McCurry, D. (2000) Multimedia knowledge and culture production: on the possibility of a critical pedagogy resulting from the current push for technology in the classroom. Bulletin of Science, Technology and Society, 20(2), pp.100-105. McDoughall, S. (2006) One tablet or two? Opportunities for change in educational provision in the next 20 years. Futurelab Newsletter. Available online from: http://futurelab.org.uk/download/pdfs/research/disc_papers/One_tablet_or_two.pdf McLuhan, M. and Fiore, Q. (1967) The medium is the message: an inventory of effects. New York, Bantam Books. McManus, T.F. (2000) Individualising instruction in a web-based hypermedia learning environment: non-linearity, advance organisers and self-regulated learners. Journal of Interactive Learning Research, 11(3), pp.219-251. New London Group (1996) Pedagogy of multi-literacies: designing social futures. Harvard Education Review. Available online from: http://llt.msu.edu/vol4num2/kasper/default.html Nielsen, J. (2000) Designing web usability. Indianapolis, IN, New Riders. O’Reilly, T. (2005) What is Web 2.0: design patterns and models for the next generation of software. Available online from: http://oreillynet.com/pub/oreilly/tom/news/2005/09/30/what-is-web-2.0.html Oppenheimer, T. (2003) The flickering mind: the false promise of technology in the classroom and how learning can be saved. New York, Random House. Preece, J. (2000) Online communities: designing usability, supporting sociability. New York, John Wiley and Sons. Rheingold, H. (1994) The virtual community. London, Secker and Warburg. Rouet, J.F. and Levonen, J.J. (1996) Studying and learning with hypertext. In: Rouet, J.F., Levonen, J.J., Dillon, A. and Spiro, R.J. eds. Hypertext and cognition. New York, Lawrence Erlbaum Associates. Rubin, L. and Hebert, C. (1998) Model for active learning: collaborative peer teaching. College Teaching, 46, pp.26-30. Serva, M.A. and Fuller, M.A. (2004) Aligning what we do and what we measure in business schools: incorporating active learning and effective media use in the assessment of instruction. Journal of Management Education, 28(1), pp.19-38. Slavin, R.E. (1991) Educational psychology: theory into practice. Englewood Cliffs, NJ, Prentice-Hall. Slevin, J. (2002) The internet and society. Cambridge, MA, Polity Press. Stallabrass, J. (1996) Gargantua: manufactured mass culture. London, Verso. Quoted in: Webster, F. ed. (2001) Culture and politics in the information age: a new politics? London, Routledge. Van Dijk, J. (2006) The network of society: social aspects of new media. London, Sage Publications. Vygotsky, L.S. (1978) Mind in society: the development of higher psychological processes. Cambridge, Mass., Harvard University Press. Williams, R. (1974) Television: technology and cultural form. London, Fontana. Williams, R. (1983) Towards 2000. Harmondsworth, Penguin.",
year = "2009",
month = "6",
language = "English",
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Learning and New Technologies – Moving beyond the Technology. / Jackson, Helen.

Vol. 1, 06.2009, p. 370-389.

Research output: Contribution to journalArticle

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AU - Jackson, Helen

N1 - Reference text: Berger, R. (2004) Digital media futures. In: Gauntlett, D. and Horsley, R. eds. Web studies. 2nd ed. London, Arnold. Burnett, R. and Marshall, D. (2002) Web theory. London, Routledge. Bonwell, C.C. and Elson, J.A. (1991) Active learning: creating excitement in the classroom. Washington, DC, School of Education and Human Development, George Washington University. Chen, S. (2002) A cognitive model for non-linear learning in hypermedia environments. British Journal of Educational Technology, 33(4), pp.449-460. Corso, G.S. and Williamson, S.C. (1999) The social construct of writing and thinking: evidence of how the expansion of writing technology affects consciousness. Bulletin of Science, Technology and Society, 19(1), pp.32-45. De Kerckhove, D. (1998) Connected intelligence: the arrival of the web society. London, Kogan Page. Dewey J. (1959) In: Dewey on education, Dworkin, M. ed. New York, Teachers College Press. Dodson, S. (2006) Show and tell online: social networking sites have gone from the next big thing to the thing itself. Technology Guardian, 2 March. Doheny-Farina, S. (1996) The wired neighbourhood. New Haven, CT, Yale University Press. Giddens, A. (1991) Modernity and self-identity: self and society in the late modern age. Cambridge, Polity. Grant, L. (2006) Using wikis in schools: a case study. Available online from: http://www.futurelab.org.uk Gross, N. (1996) Zap! Spalt! Smarts? Why video games may actually help your children learn. Business Week, 23 December, pp.64-71. Hawisher, G.E. and Selfe, C.L. (2002) Reflections on computers and the composition studies at the century’s end. In: Synder, I. ed. Page to screen: taking literacy into the electronic era. London, Routledge. Holmes, D. (2005) Communication theory: media, technology and society. London, Sage Publications. Holzschlag, M. and Lawson, B. (2002) Usability: the site speaks for itself. Birmingham, glasshaus. Huitt, B. (1997) The cognitive system. Available online from: http://chiron.valdosta.edu/whuitt/col/cogsys/cogsys.html Johnson, B. (2005) Searching for a fresher taste. Technology Guardian, 15 December. Jupp, R., Fairly, C., and Bently, T. (2006) What learning needs: the challenge for a creative nation. Design Council Bulletin, 23, 18 May. Kasper, L.F. (2000) New technologies, new literacies: focus discipline research and ESL learning communities. Language Learning and Technology, 4(2), pp.105-128. Leidner, D. and Jarnenpaa, S. (1993) The Information age confronts education: case studies on electronic classrooms. Information Systems Research, 4, pp.24-54. McCurry, D. (2000) Multimedia knowledge and culture production: on the possibility of a critical pedagogy resulting from the current push for technology in the classroom. Bulletin of Science, Technology and Society, 20(2), pp.100-105. McDoughall, S. (2006) One tablet or two? Opportunities for change in educational provision in the next 20 years. Futurelab Newsletter. Available online from: http://futurelab.org.uk/download/pdfs/research/disc_papers/One_tablet_or_two.pdf McLuhan, M. and Fiore, Q. (1967) The medium is the message: an inventory of effects. New York, Bantam Books. McManus, T.F. (2000) Individualising instruction in a web-based hypermedia learning environment: non-linearity, advance organisers and self-regulated learners. Journal of Interactive Learning Research, 11(3), pp.219-251. New London Group (1996) Pedagogy of multi-literacies: designing social futures. Harvard Education Review. Available online from: http://llt.msu.edu/vol4num2/kasper/default.html Nielsen, J. (2000) Designing web usability. Indianapolis, IN, New Riders. O’Reilly, T. (2005) What is Web 2.0: design patterns and models for the next generation of software. Available online from: http://oreillynet.com/pub/oreilly/tom/news/2005/09/30/what-is-web-2.0.html Oppenheimer, T. (2003) The flickering mind: the false promise of technology in the classroom and how learning can be saved. New York, Random House. Preece, J. (2000) Online communities: designing usability, supporting sociability. New York, John Wiley and Sons. Rheingold, H. (1994) The virtual community. London, Secker and Warburg. Rouet, J.F. and Levonen, J.J. (1996) Studying and learning with hypertext. In: Rouet, J.F., Levonen, J.J., Dillon, A. and Spiro, R.J. eds. Hypertext and cognition. New York, Lawrence Erlbaum Associates. Rubin, L. and Hebert, C. (1998) Model for active learning: collaborative peer teaching. College Teaching, 46, pp.26-30. Serva, M.A. and Fuller, M.A. (2004) Aligning what we do and what we measure in business schools: incorporating active learning and effective media use in the assessment of instruction. Journal of Management Education, 28(1), pp.19-38. Slavin, R.E. (1991) Educational psychology: theory into practice. Englewood Cliffs, NJ, Prentice-Hall. Slevin, J. (2002) The internet and society. Cambridge, MA, Polity Press. Stallabrass, J. (1996) Gargantua: manufactured mass culture. London, Verso. Quoted in: Webster, F. ed. (2001) Culture and politics in the information age: a new politics? London, Routledge. Van Dijk, J. (2006) The network of society: social aspects of new media. London, Sage Publications. Vygotsky, L.S. (1978) Mind in society: the development of higher psychological processes. Cambridge, Mass., Harvard University Press. Williams, R. (1974) Television: technology and cultural form. London, Fontana. Williams, R. (1983) Towards 2000. Harmondsworth, Penguin.

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N2 - This paper aims to assess whether critical discussions about the shift in society and culture brought about by the emerging new online technologies need to be at the core when defining successful elearning strategies for engaging learners. It will propose that applications and processes provided by emergent technologies and the subsequent associated activities and behaviours they promote in their users can provide a rich environment upon which to build teaching strategies that encompass online applications to support and develop effective knowledge acquisition and enhance learning. In particular, it will focus on contemporary online forms whose concepts have heralded the arrival of Web 2.0 (Web strategically positioned as a platform whose core competencies include service, participation, user as contributor, rich user experiences). It also assesses whether these technological tools that support social networking and collaboration provide an appropriate context for engaging cognitive processes.

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KW - user participation

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