Part 1: Big picture and Examples
Onderwerp: 05: Whither a Socio-Cultural Ecology of Learning with Mobile Devices
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In this chapter we attempt an overview, and critique of the dominant theoretical and conceptual frames currently used by researchers to explain and analyse learning with mobile devices. In particular, we discuss Activity Theory (Engeström) as well as, to a lesser extent, situated learning theory (Lave and Wenger), the Conversational Framework (Laurillard) and the Ecology of Resources Model (Luckin). We conclude that, whilst they are of merit, the dominant frame, Activity Theory (AT), is characterised by a number of features and weaknesses, which makes it unsuitable for our purposes. Sub-onderwerpen: Trefwoorden: |
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Alle publicaties voor onderwerp "05: Whither a Socio-Cultural Ecology of Learning with Mobile Devices" gesorteerd op eerste auteur
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B
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C
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D
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E
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G
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H
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K
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L
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M
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N
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P
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R
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T
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| , Artifacts and cultures-of-use in intercultural communication (2003), in: Language Learning & Technology, 7:2(38--67) |
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W
| , en , Maintaining, changing and crossing contexts: an activity theoretic reinterpretation of mobile learning (2008), in: ALT-J, Research in Learning Technology, 16:1(41--57) |
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Z
| en , Factors affecting technology uses in schools: an ecological perspective (2003), in: American Educational Research Journal, 40:4(807--840) |
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