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Activity Theory, Authentic Learning and Emerging Technologies (eBook, ePUB)
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Although emerging technologies are becoming popularised for teaching, learning and research in higher education, the relationship between use and transformative effect on higher education remain largely unexplored. Thus, many of the current conceptions view emerging technologies as tools in 'how to' manuals, remain at the level of simplistic discussions that are generally under theorised. This edited collection seeks to fill this gap by providing a more nuanced view, locating higher education pedagogical practice at an intersection of emerging technologies, authentic learning and activity systems.…mehr

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Produktbeschreibung
Although emerging technologies are becoming popularised for teaching, learning and research in higher education, the relationship between use and transformative effect on higher education remain largely unexplored. Thus, many of the current conceptions view emerging technologies as tools in 'how to' manuals, remain at the level of simplistic discussions that are generally under theorised. This edited collection seeks to fill this gap by providing a more nuanced view, locating higher education pedagogical practice at an intersection of emerging technologies, authentic learning and activity systems.

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Autorenporträt
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.