In E-learning Theory and Practice the authors set out different perspectives on e-learning. The book deals with the social implications of e-learning, its transformative effects, and the social and technical interplay that supports and directs e-learning.
The authors present new perspectives on the subject by:
Exploring the way teaching and learning are changing with the presence of the Internet and participatory media; Providing a theoretical grounding in new learning practices from education, communication and information science; Addressing e-learning in terms of existing learning theories, emerging online learning theories, new literacies, social networks, social worlds, community and virtual communities, and online resources; Emphasizing the impact of everyday electronic practices on learning, literacy and the classroom, locally and globally.
This book is for everyone involved in e-learning. Teachers and educators will gain an understanding of new learning practices, and learners will gain a sense of their new role as active participants in classroom and lifelong learning. Graduate students and researchers will gain insight into the direction of research in this new and exciting area of education and the Internet.
Chapter 7: Sociotechnical Perspectives
Every time we approach the computer to teach or learn we enter a space that co-mingles the social and technical. We want to work on a project together, and so we arrange meetings using online calendars and email, share data by formatting entries to central repositories, write drafts of papers using word processing software, and stay aware of others through a social networking site or Twitter. Each time we reach for the mouse, keyboard or mobile device, we enter a technology-mediated interaction with colleagues, work teams, friends, family and community.
Some of our choices about technologies are unconscious, often because of such long-standing use that we don't even see the technology in place (Bruce and Hogan, 1998). That has been the case for ...