Technologies for formal and informal learning
Technologies for formal and informal learning
Crook and Lewthwaite are interested in the reconfiguration of the practices of learning. Their contribution specifically explores the continuities that have been 'pursued between recreational ICT and its place within organised education', highlighting the salient influences on educational research and theory that arose as these new technologies were adopted within the classroom. Five 'periods of innovation' are explored, with each being aligned to a key recreational technology and a consideration, and evaluation, of how that specific technology might be appropriated in support of deliberate learning. The discussion that ensues makes it clear that although it is tempting to consider the appropriation of technologies from informal to formal learning, the task of doing so is complex and fraught with difficulties - necessitating detailed understandings of informal practices and the systemic and institutionally situated nature of educational practice
technology enhanced learning, e-learning, TEL, education, psychology, computer assisted learning
9781848552326
435-461
Crook, Charles
5e81593b-2130-49ae-961d-35fc5cf4f283
Lewthwaite, Sarah
0e26d7cf-8932-4d65-8fea-3dceacf0ea88
26 May 2010
Crook, Charles
5e81593b-2130-49ae-961d-35fc5cf4f283
Lewthwaite, Sarah
0e26d7cf-8932-4d65-8fea-3dceacf0ea88
Crook, Charles and Lewthwaite, Sarah
(2010)
Technologies for formal and informal learning.
In,
Littlewood, Karen, Wood, Clare and Klein Staarman, Judith
(eds.)
International Handbook of Psychology in Education.
Bingley, GB.
Emerald Publishing, .
Record type:
Book Section
Abstract
Crook and Lewthwaite are interested in the reconfiguration of the practices of learning. Their contribution specifically explores the continuities that have been 'pursued between recreational ICT and its place within organised education', highlighting the salient influences on educational research and theory that arose as these new technologies were adopted within the classroom. Five 'periods of innovation' are explored, with each being aligned to a key recreational technology and a consideration, and evaluation, of how that specific technology might be appropriated in support of deliberate learning. The discussion that ensues makes it clear that although it is tempting to consider the appropriation of technologies from informal to formal learning, the task of doing so is complex and fraught with difficulties - necessitating detailed understandings of informal practices and the systemic and institutionally situated nature of educational practice
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More information
Published date: 26 May 2010
Additional Information:
Please email S.E.Lewthwaite@soton.ac.uk for a copy of this chapter, for personal use only.
Keywords:
technology enhanced learning, e-learning, TEL, education, psychology, computer assisted learning
Organisations:
Southampton Education School, Psychology
Identifiers
Local EPrints ID: 374641
URI: http://eprints.soton.ac.uk/id/eprint/374641
ISBN: 9781848552326
PURE UUID: 51b433ba-fb07-4906-b380-816e0ca879b7
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Date deposited: 26 Feb 2015 09:02
Last modified: 05 Jan 2024 02:51
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Contributors
Author:
Charles Crook
Editor:
Karen Littlewood
Editor:
Clare Wood
Editor:
Judith Klein Staarman
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