Digital media are increasingly interwoven into how we understand
society and ourselves today. From lines of code to evolving forms
of online conduct, they have become an ever-present layer of our
age. The rethinking of education has now become the subject of
intense global policy debates and academic research, paralleled by
the invention and promotion of new learning identities, which are
intended to incite teachers and students to think, feel, and act as
social operators in schools and beyond. "
Learning Identities in a Digital Age" provides a critical
exploration of how education has been reimagined for the digital
future. It argues that education is now the subject of a
"cybernetic" mode of thought: a contemporary style of thinking
about society and identity that is saturated with metaphors of
networks, flexibility, interactivity, and connectedness. This book
examines how shifts in thought have translated into fresh ideas
about creative learning, interactive tools, curriculum reform, and
teacher identity. The text identifies how learning identities have
been promoted, and position young people as networked learners,
equipped for political, economic and cultural participation in the
digital age.
Included in the text:
- mapping the digital age
- reconstructing the future of education
-making up digital learning identities
-assembling creative learning
-thinking with digital tools
- protoyping the curriculum of the future
-being a teacher in a digital age.
This book situates education and technology in an intergenerational
and interdisciplinary conversation. It will be of interest to
students, researchers and practising education professionals who
want to understand the wider sociological and psychological
significance of new technologies on education and learner
identity.
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