Technology, Multimodality and Learning

Analyzing Meaning across Scales
 
 
Palgrave Macmillan (Verlag)
  • 1. Auflage
  • |
  • erschienen am 18. September 2020
 
  • Buch
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  • Softcover
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  • 284 Seiten
978-3-030-21797-6 (ISBN)
 
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.
1st ed. 2019
  • Englisch
  • Cham
  • |
  • Schweiz
Springer International Publishing
  • Für Beruf und Forschung
  • 31 s/w Abbildungen
  • |
  • 31 Illustrations, black and white; XV, 265 p. 31 illus.
  • Höhe: 210 mm
  • |
  • Breite: 148 mm
  • |
  • Dicke: 15 mm
  • 371 gr
978-3-030-21797-6 (9783030217976)
10.1007/978-3-030-21795-2
weitere Ausgaben werden ermittelt
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.
Chapter 1. Situating learning in the 21st century: Technology, policy and meaning-makingChapter 2. Analyzing meaning across scalesChapter 3. Toward a multimodal socio-semiotic account of learning social semiotics and meaning-makingChapter 4. Plan Ceibal policy and the 1:1 model in UruguayChapter 5. Technology and EFL across policy scalesChapter 6. Laptops and textbooks as curriculum artifacts: Audience, authorization and ideologies in the classroomChapter 7. Learners as sign-makers: Technology, learning and assessmentChapter 8. Conclusions.

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