Critical Understandings of Digital Technology in Education Meta-Connective Pedagogy

This book explores the underlying assumptions, beliefs, and values of prevailing theories, frameworks, models, and principles in digital technology education through the metaphysical lenses of ontology, epistemology, axiology, and methodology. By proposing meta-connective pedagogy that reflects the ecological, transformative nature of the digitally networked world, Dreamson repositions learners in the networked world for their authentic engagement. Covering key domains of digital technology education, this volume explores topics such as meta-connective learning; digital identity formation; emergent communities and co-laboured learning; interdisciplinary and transdisciplinary knowledge production; teacher attitudes towards the relationship between learning and technology; learner engagement and online interaction; transformative digital literacy; meta-analysis of technology integration frameworks; methodology for authentic digital engagement; and meta-connective ethics. Critical Understandings of Digital Technology in Education is the perfect resource for in-service and preservice teachers, as well as researchers and specialist teachers in technology and information and communication technology education fields who are looking to enhance their pedagogical understandings of digital technology.

Contents Acknowledgement Introduction Metaphysical understanding of digital technology in education An overview of the chapters References Chapter 1 Meta-connective learning Connected knowledge and connective learning Distributed knowledge and learnability Learnability for the network Meta-, inter-, and trans-connectivity Meta-connective pedagogy References Chapter 2 Reflective identity formation in an emergent space Digital identity formation Digital identity on social network services Reflective practice on social network services Reflective practice as digital identity formation References Chapter 3 Emergent communities and co-laboured learning Emergent communities Community change Connective, non-linear learning experiences Authentic collaboration Co-laboured learning: Dispersive, connective, and collaborative References Chapter 4 Knowledge production modes: Interdisciplinary and transdisciplinary learning Knowledge production modes: Mode 1, 2 and 3 Conceptual understanding of multi-, inter- and trans-disciplinarity Meta-methodology: interdisciplinary and transdisciplinary approaches Meta-knowledge: Transdisciplinary awareness References Chapter 5 Teacher attitudes towards the relationship between learning and technology Fundamentalists Technologists Integrationists Professionalists Emergentists The topology of the learning-technology relationship References Chapter 6 Learner engagement and online interaction Four models of online learning interaction design E-tivities Phases of engagement (Extended) community of inquiry Interaction and cognitive engagement in connectivist learning Pedagogical considerations for online interaction design Embedded knowledge Re-codified values of learning community Platform-based communication and collaboration References Chapter 7 Digital literacy frameworks and their linearity: Transformative digital literacy Digital literacy frameworks Linear vs. non-linear processes The transformative nature of technology Non-linearly modelled digital literacy Transformative digital literacy pedagogy References Chapter 8 Technology integration frameworks: Meta-analysis Metaphysical understanding of technology integration Interdisciplinary curriculum: Epistemology - Curricular convergence Pedagogical innovation: Axiology - Value changes Technological inclusivity: Ontology - Digital divide Technology integration: Meta-analytic understanding TPACK SAMR TIM LoTi Interpreted technology integration References Chapter 9 Methodology for authentic digital engagement Linear, gradual engagement Curricular, deductive engagement Digital engagement vs. task engagement Methodological empiricism: Perspectives of critical realism Critical methodology: Abstraction, emergence, and causality A configurational approach References Chapter 10 Meta-connective ethical understanding of digital literacy education A meta-ethical approach to digital literacy skills Ethical practice of critical thinking: Instrumental individualism Ethical understanding of communication: Linearity and incremental process Ethically reflective digital collaboration ethics: Cooperation vs. collaboration Ethically connective creativity: Knowledge production modes Digital literacy education: Normative vs. meta-connective ethical References Conclusion: Meta-connective pedagogy Intersubjectivity, interobjectivity, and emergent values Meta-connective pedagogicalisation A meta-connective pedagogical process Meta-connective thinking References INDEX

Neal Dreamson is a senior lecturer in the School of Teacher Education and Leadership, Faculty of Education, Queensland University of Technology (QUT), Australia.