Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/15689
Appears in Collections:Faculty of Social Sciences Book Chapters and Sections
Title: Shaping Society, Technology and Learning Identity
Authors: Loveless, Avril
Williamson, Ben
Contact Email: ben.williamson@stir.ac.uk
Citation: Loveless A & Williamson B (2013) Shaping Society, Technology and Learning Identity. In: Learning Identities in a Digital Age: Rethinking creativity, education and technology. Changing Times in Education, London: Routledge, pp. 7-30.
Issue Date: 2013
Publisher: Routledge
Series/Report no.: Changing Times in Education
Abstract: First paragraph: Since the 1980s the educational uses of new information and communication technologies and digital media have been expanding. Whether in the form of computers in the classroom, as ‘educational technologies' designed for explicit pedagogic purposes, or in the form of everyday new media being aligned with educational intentions, practices and activities, new technologies and media have become, it seems, almost naturalized as a common-sense feature of educational life. Schools are now seemingly built around a complex apparatus of electronic screens and surfaces, technical infrastructure, computing hardware, software and code, all hardwired to electronic communication networks.
Rights: This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. Published in Learning Identities in a Digital Age: Rethinking creativity, education and technology by Taylor & Francis (Routledge). This is an electronic version of a book chapter published in Learning Identities in a Digital Age: Rethinking creativity, education and technology. Changing Times in Education, London: Routledge, pp. 7-30. Learning Identities in a Digital Age: Rethinking creativity, education and technology can be found online at: http://www.routledge.com/books/details/9780415675727/
Type: Part of book or chapter of book
URI: http://hdl.handle.net/1893/15689
URL: http://www.routledge.com/books/details/9780415675727/
Affiliation: University of Brighton
Initial Teacher Education

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