Activity theory, authentic learning and emerging technologies : towards a transformative higher education pedagogy / edited by Vivienne Bozalek [and others].
Material type:
TextSeries: Routledge research in higher educationPublisher: London : Routledge, 2017Description: xxv, 246 pages : illustrations (black and white). 24 cmISBN: - 9781138703094
- 371.33 BOZ 23
| Item type | Current library | Call number | Status | Date due | Barcode | |
|---|---|---|---|---|---|---|
| Standard Loan | Moylish Library Main Collection | 371.33 BOZ (Browse shelf(Opens below)) | Available | 39002100604751 |
Enhanced descriptions from Syndetics:
Although emerging technologies are becoming popularised for teaching, learning and research, the relationship between their use and transformative effects on higher education remain largely unexplored. This edited collection seeks to fill this gap by providing a nuanced view, locating higher education pedagogical practices at an intersection of emerging technologies, authentic learning and activity systems.
Providing numerous case studies as examples, the book draws from a wide range of contexts to illustrate how such a convergence has the potential to track transformative teaching and learning practices in the higher education sector. Chapters provide the reader with a variety of transformative higher education pedagogical practices in southern contexts, theorised within the framework of Cultural Historical Activity Theory (CHAT) and tool mediation, while using authentic learning as a pedagogical model upon which this theoretical framework is based.
The topics covered in the book have global relevance, with research paying particular attention to South Africa, Australia and New Zealand, where the authors are based. The book will be of interest to educators, researchers and practitioners in higher education, as well as those interested in emerging technologies in education more generally.
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Author notes provided by Syndetics
Vivienne Bozalek is Professor of Social Work and Director of Teaching and Learning at the University of the Western Cape, South Africa.
Dick Ng'ambi is Associate Professor and Masters Programme Convenor in the School of Education, University of Cape Town, South Africa.
Denise Wood is Professor of Learning, Equity, Access and Participation, Central Queensland University, Australia.
Jan Herrington is Professor of Education in the School of Education, Murdoch University, Australia.
Joanne Hardman is Senior Lecturer in the School of Education, University of Cape Town, South Africa.
Alan Amory is Professor and Director of the Centre for Academic Technologies, University of Johannesburg, South Africa.