This article takes as its point of departure a language project which is a subproject under the larger ongoing (2007)(2008)(2009)(2010)(2011) research project Serious Games on a Global Market Place. The language project follows how the virtual universe known as Mingoville (http://www.mingoville.com) becomes an actor in English education for beginners. The virtual universe provides an online environment for students beginning to learn English in schools and at home. This article will focus on the shifting ontologies of Mingoville and teaching and learning situations in beginners' English. It takes as its point of departure neither Mingoville as part of the media ecologies of the classroom, nor the epistemological ramifications of Mingoville. Instead, it suggests that opening up the shifting ontologies of Mingoville (i.e. what mediates Mingoville and its relationships with doing beginners' English) may offer a different and useful approach to understanding how Mingoville becomes a multiple actor. It reveals that such an actor both influences and is influenced by manifold constitutive entanglements involved in organizing English teaching and learning activities for beginners. Theoretically and methodologically, the article and the empirical gatherings and analysis are inspired by science and technology studies (STS) and Actor Network Theory (ANT). The arguments and descriptions provided throughout the article will focus on the shifting ontologies of Mingoville as it moves into, and out of, different teaching and learning situations of English for beginners.
danskFeltet robotteknologier og uddannelse er et mega--expansivt felt. I løbet af kun få år, internationalt og i Danmark, er fokus på uddannelsesrobotter og robotteknologi i uddannelse øget markant. 2015 NMC Technology Outlook rapporten tilbyder et teknologi udsyn i de skandinaviske lande, og her placeres robotteknologi og programmering inden for en fire--fem årig adoptionsperiode. I Danmark igangsaetter mange kommuner forsøg med robotteknologi i skoler og dagtilbud, og der investeres i mange forskellige robotteknologier. Området uddannelse og robotteknologi involverer flere forskellige tilgange til udvikling af robotteknologi, nye uddannelsesmuligheder og til at understøtte børn og unge menneskers laering og udvikling. Artiklen diskuterer hvordan robot teknologier relateres som laeringsressourcer til feltet autisme og uddannelse. Med fokus på børn og unge diagnosticeret med autisme spektrum forstyrrelser, deres it--interesser og engagementer i innovativ og kreativ laering, argumenterer artiklen for et behov for at udvide tilgangen til dette felt i fremtiden. Artiklen relaterer international forskningslitteratur med fokus på robotteknologi og uddannelse til empiriske eksempler fra forfatterens egen forskning i uddannelse for børn og unge diagnosticeret med autisme spektrum forstyrrelser. Det empiriske afsaet er her laereres og elevers interesser i at arbejde med it (fx robotteknologi). Abstract engelskThe field of robot technologies and education is rapidly evolving. Within only a few years, internationally and in Denmark, the focus on educational service robots and educational robotics has become more widespread. The 2015 NMC Technology Outlook report providing a technology outlook on Scandinavian schools places robotics and programming within a four to five year time--to--adoption period. At the moment in Denmark, many municipalities are initiating trials, investing in and engaging a diverse range of robot technologies in both daycare and schools. The field of education and robot technologies involves several very different educational approaches to supporting young people's learning and development. The paper discusses how robot technologies as learning resources have been related to the field of autism and education, and argues for a need to further expand the areas of application in the future, with a focus on children and young people diagnosed with autism spectrum disorders, their ICT interests and engagement in innovative and creative learning. The paper draws on international research and examples from the author's own research into education for children and young people diagnosed with autism spectrum disorders, drawing on teachers' and the students' interests in working with ICT (e.g. robot technology).
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