Don't Resign, Design! -- Towards a Pedagogy of the Digital

Autor/in	Knaus, Thomas
Titel	Don't Resign, Design! -- Towards a Pedagogy of the Digital
Quelle	In: Australian Educational Computing, 35 (2020) 1, (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Knaus, Thomas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0816-9020
Schlagwörter	Computer Software; Information Technology; Cooperation; Design; Instructional Design; Photography; Telecommunications; Handheld Devices; Innovation; Learning Processes; Homework; Media Literacy; Futures (of Society); Technological Literacy; Technological Advancement; Teaching Methods + Suchen Sie Ihr Suchwort? Informationstechnologie; Co-operation; Kooperation; Lesson concept; Lessonplan; Unterrichtsentwurf; Fotografie; Telekommunikationstechnik; Learning process; Lernprozess; Hausaufgabe; Media skills; Medie competence; Medienkompetenz; Future; Society; Zukunft; Technisches Wissen; Technological development; Technologische Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	When "software takes command", people take fright -- a reaction which frequently accompanies change or novelty. Their fears are understandable, but they also cloud people's view of the potentials that digital tools and digital media hold for society and especially educational contexts. Their fears also define societal debates and contribute to a general lack of ambition when it comes to seizing the opportunities for broad collaboration in the design of a "digital society". This paper identifies a selection of conceptual digital potentials, presents the initial findings of an ongoing study and uses these as a basis to formulate recommendations for reclaiming society's formative authority over the shape of the digital in its midst. (As Provided).
Anmerkungen	Australian Council for Computers in Education. P.O. Box 1255, Belconnen, ACT 2616, Australia. Tel: +61-3-9349-3733; Fax: +61-3-9349-5356; Web site: https://acce.edu.au/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01