Exploring how digital resources are being used to engage students in learning and improve educational quality, Digital Agency in Higher Education promotes an awareness of relations and interplay between humans and digital artifacts. Examining the impacts in higher education through experience-based knowledge and a conceptual framework, this book: * provides a detailed analysis of how transformative agency can be identified, enacted, and cultivated, * offers up-to-date cases and a future-orientated perspective on technology and knowledge work, * addresses fundamental assumptions about how teacher education has needed to and needs to continue to develop, * explores issues of epistemology and ethics when facing increasingly 'intelligent' technologies, and * argues for transformative agency to place a firm focus on human interests. Essential reading for teachers in higher education and educational researchers with an interest in how technologies impact learning and teaching, Digital Agency in Higher Education uses cutting-edge research to bridge the gap between theoretical perspectives and practices.

The ever evolving, technology-intensive nature of the twenty-first century workplace has caused an acceleration in the division of labour, whereby work practices are becoming highly specialised and learning and the communication of knowledge is in a constant state of flux. This poses a challenge for education and learning: as knowledge and expertise increasingly evolve, how can individuals be prepared through education to participate in specific industries and organisations, both as newcomers and throughout their careers?

Learning Across Sites brings together a diverse range of contributions from leading international researchers to examine the impacts and roles which evolving digital technologies have on our navigation of education and professional work environments. Viewing learning as a socially organised activity, the contributors explore the evolution of learning technologies and knowledge acquisition in networked societies through empirical research in a range of industries and workplaces. The areas of study include public administration, engineering, production, and healthcare and the contributions address the following questions:

• How are learning activities organised?
• How are tools and infrastructures used?
• What competences are needed to participate in specialised activities?
• What counts as knowledge in multiple and diverse settings?
• Where can parallels be drawn between workplaces?

Addressing an emerging problem of adaptation in contemporary education, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational psychology, informatics and applied information technology.

Exploring how digital resources are being used to engage students in learning and improve educational quality, Digital Agency in Higher Education promotes an awareness of relations and interplay between humans and digital artifacts. Examining the impacts in higher education through experience-based knowledge and a conceptual framework, this book: * provides a detailed analysis of how transformative agency can be identified, enacted, and cultivated, * offers up-to-date cases and a future-orientated perspective on technology and knowledge work, * addresses fundamental assumptions about how teacher education has needed to and needs to continue to develop, * explores issues of epistemology and ethics when facing increasingly 'intelligent' technologies, and * argues for transformative agency to place a firm focus on human interests. Essential reading for teachers in higher education and educational researchers with an interest in how technologies impact learning and teaching, Digital Agency in Higher Education uses cutting-edge research to bridge the gap between theoretical perspectives and practices.

The ever evolving, technology-intensive nature of the twenty-first century workplace has caused an acceleration in the division of labour, whereby work practices are becoming highly specialised and learning and the communication of knowledge is in a constant state of flux. This poses a challenge for education and learning: as knowledge and expertise increasingly evolve, how can individuals be prepared through education to participate in specific industries and organisations, both as newcomers and throughout their careers? Learning Across Sites brings together a diverse range of contributions from leading international researchers to examine the impacts and roles which evolving digital technologies have on our navigation of education and professional work environments. Viewing learning as a socially organised activity, the contributors explore the evolution of learning technologies and knowledge acquisition in networked societies through empirical research in a range of industries and workplaces. The areas of study include public administration, engineering, production, and healthcare and the contributions address the following questions: How are learning activities organised? How are tools and infrastructures used? What competences are needed to participate in specialised activities? What counts as knowledge in multiple and diverse settings? Where can parallels be drawn between workplaces? Addressing an emerging problem of adaptation in contemporary education, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational psychology, informatics and applied information technology.

How do digital and networked technologies really affect the processes of teaching and learning? This book addresses the potential of digital technologies, the political rhetoric surrounding them, and the attempts at making them work in the classroom. The school subject in question is English as a foreign or second language, and this book shows how traditional practices are challenged and in many ways transformed as educational contexts become more complex. Future-oriented practices will largely have to be developed by this generation of teachers. Technologies influence language production, our use and understanding of language, and how we are socialized through taking part in communicative activities. Language educators need to appropriate technologies from a social and relational perspective. The present study has been written with such an approach in mind. It should be useful for everyone involved with or with an interest in educational issues that currently emerge and challenge institutional practices.