TY - CHAP
T1 - Digital learning, discourse and ideology
AU - Hayes, Sarah L
PY - 2015/10/28
Y1 - 2015/10/28
N2 - In recent decades, digital technologies have seen widespread use across global society and adoption at all levels of education. Digital learning might therefore simply be described as learning that is facilitated by digital technologies, but to discuss digital learning only in this way obscures important complexities linked to language, culture, politics, and the economy. To talk or write about learning as if it were directly facilitated by technology of any kind, places a strong focus on what technology has, or seems to be, achieving. At the same time, this marginalizes, or reduces the visibility of, human roles within the academia and beyond (Hayes and Jandrić 2014).
AB - In recent decades, digital technologies have seen widespread use across global society and adoption at all levels of education. Digital learning might therefore simply be described as learning that is facilitated by digital technologies, but to discuss digital learning only in this way obscures important complexities linked to language, culture, politics, and the economy. To talk or write about learning as if it were directly facilitated by technology of any kind, places a strong focus on what technology has, or seems to be, achieving. At the same time, this marginalizes, or reduces the visibility of, human roles within the academia and beyond (Hayes and Jandrić 2014).
KW - ideology, Critical Discourse Analysis, digital learning, policy, audit culture, knowledge-based economy
U2 - 10.1007/978-981-287-532-7_122-1
DO - 10.1007/978-981-287-532-7_122-1
M3 - Entry for encyclopedia/dictionary
T3 - Living reference work
SP - 1
EP - 6
BT - Encyclopedia of educational philosophy and theory
A2 - Peters, Michael
PB - Springer
CY - Singapore
ER -