What are the affordances of information and communication technologies?

Conole, Gráìnne; Dyke, Martin

doi:10.1080/0968776042000216183

Cited by 150 publications

(91 citation statements)

References 13 publications

(9 reference statements)

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“…For example, various small teams of researchers have attempted to define the affordances of mobile technologies (Churchill & Churchill, 2008;Cochrane & Bateman, 2010;Klopfer & Squire, 2008). Other researchers have presented frameworks for conceptualizing the affordances of information and communication technologies more generally (Bower, 2008;Conole & Dyke, 2004). Inherent in these attempts is the challenge of arriving at some sort of ontological consistency (where the elements being described relate to the same sorts of constructs), and where the bounds of an 'affordance' are drawn (for instance the functionality of the tool versus possible consequences of their use) (Boyle & Cook, 2004;Oliver, 2005).…”

Section: Previous Attempts To Analyse Technological Affordancesmentioning

confidence: 99%

What are the educational affordances of wearable technologies?

Bower

Sturman

2015

Computers & Education

208

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a b s t r a c tBy providing users with hands-free access to contextually relevant knowledge, wearable technologies are poised to inspire a new generation of mobile learning design. However, in order for educators to harness the pedagogical opportunities of wearable technologies it is crucial for them to develop an understanding of their potentials, or 'affordances'. This paper analysed the perceptions of 66 educators from around the world who self-rated as having a 'good' or 'very good' understanding of wearable technologies to determine the key educational affordances and issues at stake. Qualitative thematic analysis of participant perceptions, as well as relevant literature, revealed fourteen affordances of wearable technologies and thirteen issues relating to their use. These clustered together into three emergent themes; 'pedagogical uses', 'educational quality' and 'logistical'. Utilising the insights of knowledgeable practitioners resulted in nine affordances and issues not identified in the literature, and within the literature there were three issues not identified by the knowledgeable practitioners. The implications of findings for the future of wearable technology learning design are also discussed.

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Section: Previous Attempts To Analyse Technological Affordancesmentioning

confidence: 99%

What are the educational affordances of wearable technologies?

Bower

Sturman

2015

Computers & Education

208

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“…The design to students' learning, especially in relation to their engagement with learning technology, drew on a composite set of principles derived from a body of recent research (Boud and Prosser 2002, Bendixen and Hartley 2003, Beijaard et al 2004, Conole and Dyke 2004, Moon 2005. It adopted a social constructivist approach.…”

Section: The Pedagogic Setting: a Distinctive Constructivist Approachmentioning

confidence: 99%

Learning‐to‐learn and learning‐to‐teach: the impact of disciplinary subject study on student‐teachers’ professional identity

Rogers

2011

Journal of Curriculum Studies

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A coherent view of student-teachers' preparation and the learning experiences to which they are exposed are key to sustaining the relevance of university-based teacher-education programmes. Arguably, such coherence is lacking and the research base to an understanding of the student-teacher experience is still a relatively limited one. This paper takes the view that student-teachers' epistemological growth is a key component of their professional development, their sense of identity as intending teachers, and their successful entry into a teaching career. In adopting a phenomenographic approach it explores a chain of evidence which demonstrates that immersion in the processes of learning and knowing, within a specific disciplinary context, had a significant impact on students' emerging professional identities and on their values as teachers which extends beyond the subject matter itself. Arguably, the findings of this case-study hold important implications for a teacher-education programme and for effective pedagogic practice.

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“…The notion of affordance, which originated in the work of Gibson (1977), is frequently used to provide a lens or a language to frame an analysis of the capability and learning potential of educational technologies (see, for example Conole, & Dyke, 2004;Bower, 2008;Dalgarno, & Lee, 2010). It is important to differentiate, however, between two competing articulations of the notion of affordance.…”

Section: Siemens and Downes Created An Open Online Course On "Cmentioning

confidence: 99%

Recent Developments in Technology-Enhanced Learning: A Critical Assessment

Steffens¹,

Bannan

Dalgarno

et al. 2015

RUSC. Univ. and Know. Soc.

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Our societies are considered knowledge societies in which lifelong learning is becoming increasingly important. At the same time, digital technologies are entering almost every aspect of our lives and now play an important role in education. The last decade has seen numerous new developments in the field of technology-enhanced learning. In 2004, George Siemens presented connectivism as a learning theory for the digital age. His ideas inspired the creation of Massive Open Online Courses (MOOCs), which have recently received a great deal of attention. Theoretical works on the use of digital devices for learning have focused on the affordances users perceive in these devices. Design research has also shown us that learning environments enriched by digital technologies are extremely complex and should be viewed as learning ecologies. The discussions on connectivism and MOOCs, affordances of digital devices, and design research have taken place in different discourses that have paid hardly any attention to each other. It is important to point out, however, that the developments in technology-enhanced learning not only can but need to be related to each other. Keywords

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What are the affordances of information and communication technologies?

Cited by 150 publications

References 13 publications

What are the educational affordances of wearable technologies?

What are the educational affordances of wearable technologies?

Learning‐to‐learn and learning‐to‐teach: the impact of disciplinary subject study on student‐teachers’ professional identity

Recent Developments in Technology-Enhanced Learning: A Critical Assessment

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