Advertisement

From Designed to Spontaneous Technologically Enhanced Learning Communities: An Introduction

  • Lynn Schofield ClarkEmail author
  • Oren Golan
Chapter
Part of the Computer-Supported Collaborative Learning Series book series (CULS, volume 17)

Abstract

With the advent of new media, knowledge has been made accessible on an unprecedented global scale. Given information’s ubiquity, questions arise regarding not only how we understand what knowledge is, but also what the responsibilities are for the society that participates in its production. Charting recent educational and social scientific efforts to scaffold learning, the chapter discusses connected learning, an emergent umbrella term that refers to how learners traverse between formal and informal settings. Through this framework, the chapter sets out to address learners’ knowledge practices as they navigate between designed and spontaneous or “situated” learning. Accordingly, we identify challenges as educators seek to become agents of positive transformation in the digital age. Online information outlets are, on the one hand, agents for social reproduction and, on the other hand, agents for socioeducational change and individual advancement.

Keywords

Knowledge Designed and spontaneous learning Social responsibility Connected learning Transformational education Educational systems Distributed cognition 

Bibliography

  1. Barron, B., Martin, C. K., Takeuchi, L., & Fithian, R. (2009). Parents as learning partners in the development of technological fluency. The International Journal of Learning and Media, 1, 55–77.CrossRefGoogle Scholar
  2. Clark, A., & Chalmers, D. (1998). The extended mind. Analysis, 58(1), 7–19.CrossRefGoogle Scholar
  3. Clark, L. S. (2013). The parent app: Understanding families in a digital age. New York: Oxford University Press.Google Scholar
  4. Darling-Hammond, L., Zielezinski, M. B., & Goldman, S. (2014). Using technology to support at-risk students’ learning. Stanford, CA: Alliance for Excellent Education and Stanford Center for Opportunity Policy in Education.Google Scholar
  5. Freire, P. (1968/1970). The pedagogy of the oppressed. New York: Continuum.Google Scholar
  6. Gee, E., Takeuchi, L., & Wartella, E. (2018). Children and families in the digital age: Learning together in a media saturated culture. New York: Routledge.Google Scholar
  7. Guernsey, L., & Levine, M. H. (2015). Tap, click, read: Growing learners in a world of screens. New Jersey: Wiley.Google Scholar
  8. Hutchins, E. (1995). Cognition in the wild. Cambridge, MA: MIT Press.Google Scholar
  9. Hutchins, E. (2006). The distributed cognition perspective on human interaction. In Enfield, N.J. and Levinson, S. Roots of human sociality: Culture, cognition and interaction (pp. 375–398). Oxford: Berg.Google Scholar
  10. Ito, M., Gutierrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., et al. (2013). Connected learning: An agenda for research and design. New Jersey: BookBaby.Google Scholar
  11. Ito, M., Baumer, S., Bittani, M., boyd, d., Cody, R., Herr-Stephenson, B., Horst, H., Lange, P., Mahendran, D., Martinez, K., Pascoe, C.J., Perkel, D., Robinson, L., Sims, C., Tripp, L. (2009). Hanging out, messing around, and geeking out: Kids living and learning with new media. Cambridge, MA: MIT Press.Google Scholar
  12. Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the 21st century. Cambridge, MA: MIT Press.CrossRefGoogle Scholar
  13. Kamenetz, A. (2018). The art of screen time: How your family can balance digital media and real life. New York: PublicAffairs.Google Scholar
  14. Larson, J., & Marsh, J. (2014). Making literacy real: Theories and practices for learning and teaching. London: Sage.Google Scholar
  15. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.CrossRefGoogle Scholar
  16. Livingstone, S. & Sefton-Green, J. (2016). The class. New York: New York University Press.Google Scholar
  17. Plowman, L., McPake, J., & Stephen, C. (2008). Just picking it up? Young children learning with technology at home. Cambridge Journal of Education, 38(3), 303–319.CrossRefGoogle Scholar
  18. Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Google Scholar
  19. Wartella, E., Rideout, V., Lauricella, A., & Connell, S. (2014). Parenting in the age of digital technology. Evanston, IL: Center on Media and Human Development, School of Communication, Northwestern University.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  1. 1.University of Denver, Department of Media, Film & Journalism StudiesDenverUSA
  2. 2.University of Haifa, Faculty of EducationHaifaIsrael

Personalised recommendations