Technology, Multimodality and Learning

Analyzing Meaning across Scales
1. Auflage 2019
ISBN: 978-3-030-21797-6
Verlag: Springer International Publishing

Buch, Englisch, 265 Seiten, Format (B × H): 148 mm x 210 mm, Gewicht: 371 g

Reihe: Palgrave Studies in Educational Media

This book introduces multimodality and technology as key concepts for understanding learning in the 21st century. The author investigates how a nationwide socio-educational policy in Uruguay becomes recontextualised across time/space scales, impacting interaction and learning in an English as a Foreign Language classroom. The book introduces scalar analysis to better understand the situated and fractal nature of education policy as meaning-making, subsequently defining learning from a multimodal socio-semiotic approach. The analytical integration of different policy scales shows what policy means to various stakeholders, and what learning means for students and teachers. This depends both on how they position themselves and how they engage with the policy educational media. This innovative book will appeal to students and scholars of technology and learning, as well as multimodality.

Zielgruppe

Research

Autoren/Hrsg.

Canale, Germán

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik E-Learning, Bildungstechnologie
• Geisteswissenschaften Philosophie Semiotik
• Geisteswissenschaften Sprachwissenschaft Sprachwissenschaften Semiotik
• Geisteswissenschaften Sprachwissenschaft Textlinguistik, Diskursanalyse, Stilistik
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Geisteswissenschaften Sprachwissenschaft Spracherwerb, Sprachentwicklung

Inhaltsverzeichnis

Chapter 1. Situating learning in the 21st century: Technology, policy and meaning-making.- Chapter 2. Analyzing meaning across scales.- Chapter 3. Toward a multimodal socio-semiotic account of learning social semiotics and meaning-making.- Chapter 4. Plan Ceibal policy and the 1:1 model in Uruguay.- Chapter 5. Technology and EFL across policy scales.- Chapter 6. Laptops and textbooks as curriculum artifacts: Audience, authorization and ideologies in the classroom.- Chapter 7. Learners as sign-makers: Technology, learning and assessment.- Chapter 8. Conclusions.

Über Autor(innen)

Germán Canale is Associate Professor at the Institute of Linguistics in the Faculty of Humanities and Education Sciences at the Universidad de la República, Uruguay.