Digitalization and Learning As a Worlding Practice: Why Dialogue Matters

Schraube, Ernst

ISBN 10: 0367142783 / ISBN 13: 9780367142780

Published by Routledge, 2024

About this Item

184 pages. 8.50x5.44x0.61 inches. In Stock.

Seller Inventory # x-0367142783

Bibliographic Details

• Title: Digitalization and Learning As a Worlding Practice: Why Dialogue Matters
• Publisher: Routledge
• Publication Date: 2024
• Language: English
• ISBN 10: 0367142783
• ISBN 13: 9780367142780
• Binding: Hardcover
• Condition: Brand New
• Weight: 0.5 kilograms

About this title

Synopsis

In the face of a world in crisis, Digitalization and Learning as a Worlding Practice: Why Dialogue Matters examines the significance of digital technologies in human learning.

The book explores how learning is not just an internalization of knowledge but a problem- oriented activity of engaging with the world, a process of both meaning making and world making. It raises a pivotal question: how can digital technologies help to expand and enrich learning as a collaborative worlding practice? It discusses the importance of digital artifacts in shaping students’ learning experiences, discerning how they nourish meaningful engagement and where they pose a hindrance. The book also investigates the role of digitalization in transforming everyday life and learning activity of students, and how learners, teachers, and educators can approach these transformations critically and constructively. Based on an embodied, subject- and world- centered concept of learning, the book offers its readers a sophisticated understanding of the inner connection between digitalization and learning.

This book will appeal to students and scholars in Psychology, Education, and Science and Technology Studies, as well as to anyone concerned with the implications of digital technology for the processes of human learning.

About the Author

Ernst Schraube is Professor of Social Psychology of Technology in the Department of People and Technology at Roskilde University, Denmark. His research centers on digital technology, learning, and education, and he is President of the International Society for Theoretical Psychology.