Interdisciplinarity and Technology-Enhanced Learning: Reflections from Art and Design and Educational Perspectives

Autor/inn/en	Sclater, Madeleine; Lally, Vic
Titel	Interdisciplinarity and Technology-Enhanced Learning: Reflections from Art and Design and Educational Perspectives
Quelle	In: Research in Comparative and International Education, 13 (2018) 1, S.46-69 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1745-4999
DOI	10.1177/1745499918768111
Schlagwörter	Interdisciplinary Approach; Educational Technology; Technology Uses in Education; Art Education; Design; Higher Education; Teaching Methods; Cultural Influences; Social Theories; Creativity; Immigrants; Foreign Countries; Adolescents; Young Adults; Daily Living Skills; Simulated Environment; Transitional Programs; Postsecondary Education; Adjustment (to Environment); College Students; Secondary School Students; United Kingdom; Trinidad and Tobago; United Kingdom (England); United Kingdom (Glasgow) + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Cultural influence; Kultureinfluss; Gesellschaftstheorie; Kreativität; Immigrant; Immigrantin; Immigranten; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Alltagsfertigkeit; Künstliche Umwelt; Post-secondary education; Tertiäre Bildung; Collegestudent; Sekundarschüler; Großbritannien; Trinidad und Tobago
Abstract	The main focus of this article is our project of reimagining higher education for ourselves and our students using the central theme of technology-enhanced learning (TEL), which is inextricably linked to education in the present and in the future in many contexts. We argue that interdisciplinarity and interdisciplinary working are central and essential features of TEL and, yet, they are largely invisible in the TEL literature. TEL itself is still largely invisible in the sociology of education literature and, hence, suffers 'dual invisibility'. We suggest that this may be connected to the crisis that has beset TEL research and pedagogy. We examine the power of theory in TEL work, citing the use of cultural-historical activity theory (CHAT) in our own TEL work. A detailed account of an interdisciplinary, theory-informed TEL project is provided, and this is analysed to explore how the weave between disciplines, particularly art and design, and education, and interdisciplinary project working can be mutually beneficial in our project of reimagining higher education for work and study. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01