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Life at the Interface: Some Pedagogical Significances of Human-Technology Relations
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, University of Alberta, Canada

Global Learn, in Melbourne, Australia ISBN 978-1-880094-85-3 Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

This paper engages a phenomenological analysis of the interface, that is, the site of teachers' and students' everyday, pre-reflective involvements with digital media technologies. I explore the pedagogical significances of this intimate, ready-to-hand human-technology relationship that we have developed with our educational technologies--a relationship that is daily extending and transgressing traditional social and teacher-student boundaries, and reconstructing 21st century classrooms as fluid architectures inhabited by cyborgian students and teachers.

Citation

Adams, C. (2011). Life at the Interface: Some Pedagogical Significances of Human-Technology Relations. In S. Barton, J. Hedberg & K. Suzuki (Eds.), Proceedings of Global Learn Asia Pacific 2011--Global Conference on Learning and Technology (pp. 1710-1717). Melbourne, Australia: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2019 from .

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