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Educational Technology Beyond Content pp 119–126Cite as

Technological Tribal Territories: How Culture Influences Learning Beyond Content in Educational Technologies: A Narrative Review of Literature

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Abstract

As learners and educators embrace educational technology tools, it is advantageous for content creators and designers to understand how culture affects learners’ engagement with content. Learners interact with educational technology content in various ways, and this technology is rarely free of cultural values: intentional or not. That is, culture deeply impacts how learners interact with technology. Using a narrative review of literature, this paper examines research on the impact of culture on educational technology tools and how this affects learning of content. This review suggests that educational technology content creators and instructors should be aware of the varying cultures of learners if learners are to fully engage with this content.

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Authors and Affiliations

  1. University of North Texas, Denton, TX, USA

    Newton Buliva

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  1. Newton Buliva
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Editors and Affiliations

  1. Design, Housing, and Apparel, University of Minnesota, College of Design, Saint Paul, MN, USA

    Brad Hokanson

  2. Career and Information Studies, University of Georgia Learning, Design, and Technology, Athens, GA, USA

    Gregory Clinton

  3. Instructional Design & Technology, University of Memphis, Memphis, TN, USA

    Andrew A. Tawfik

  4. Graduate Programs Office, Kent State University, Kent, OH, USA

    Amy Grincewicz

  5. University of Florida, Gainesville, FL, USA

    Matthew Schmidt

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Buliva, N. (2020). Technological Tribal Territories: How Culture Influences Learning Beyond Content in Educational Technologies: A Narrative Review of Literature. In: Hokanson, B., Clinton, G., Tawfik, A.A., Grincewicz, A., Schmidt, M. (eds) Educational Technology Beyond Content. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-030-37254-5_10

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  • DOI: https://doi.org/10.1007/978-3-030-37254-5_10

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-37253-8

  • Online ISBN: 978-3-030-37254-5

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