|Title: ||Learning transformation with technology: a question of socio-cultural contexts?|
|Citation: ||International journal of qualitative studies in education, 2006, vol. 19, no. 4, pp. 519-539|
|Issue Date: ||Jul-2006 |
|Additional Links: ||http://www.tandf.co.uk/journals/titles/09518398.asp|
|Abstract: ||There is currently strong interest among policy-makers internationally in the idea of transformative learning, and considerable evidence that existing educational institutions are not equipped to provide this kind of learning experience for young people. Definitions of transformative learning are problematic, however, and few take full account of the radical sociocultural changes resulting from the introduction of digital technologies such as the Internet, wireless connectivity and digital imaging. This paper derives from research carried out collaboratively between university-based researchers, teachers and students in four schools, spanning the age range 8-16. A working definition of transformative learning is the starting point for an investigation into new ways of planning learning events using a generic pedagogic framework derived from activity theory. The paper explores the implications of the outcomes of this empirical work, and develops a theory of transformative learning, grounded in sociocultural theories including the work of Turkle, McLuhan and Wartofsky.|
|Description: ||Full-text of this article is not available in this e-prints service. This article was originally published [following peer-review] in International Journal of Qualitative Studies in Education, published by and copyright Routledge.|
|Keywords: ||Transformative learning|
|Appears in Collections: ||ESRI Research Group: ICT Pedagogy and Learning |
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