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Towards a Critical Pedagogy of Learning Technologies

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Towards a Critical Pedagogy of Learning Technologies

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Provide a generic framework of critical questions that practitioners, researchers, and policy makers in the field can use to illuminate the complex and nuanced domain of the use of learning technologies in formal education.

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Blending technology and classroom learning: Jessie Woolley-Wilson at TEDxRainier

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We define the concept of problem spaces as those areas that need to be routinely problematized in the critical analysis of learning technologies because they are conceived as bringing tensions but also opportunities.

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Problem Space 1: Pedagogy and Learning Design—Imperatives for Perpetual Renewal

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Problem Space 1: Pedagogy and Learning Design—Imperatives for Perpetual Renewal

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A more informed understanding of the nuanced and complex pedagogical choices that practitioners make as they seek to design contingencies for learning that may have resonance for learners beyond the immediate pedagogical context.

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Problem Space 2: Teacher Professional Development and Research

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Problem Space 2: Teacher Professional Development and Research

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The area of teacher professional development and research is one which should be routinely problematized in relation to learning technologies, with teachers given time to actively research their practice with learning technologies.

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Professional Development | Education Council

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Problem Space 3: Web 2.0 and School Cultures

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Problem Space 3: Web 2.0 and School Cultures

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“Web 2.0 technologies” here not only to refer to the internet but also to encompass the array of mobile digital devices and applications that are prompting new practices of communication. To conceive of the Internet as a “virtual” space is a category error in that many people, including young people, are now personally and wirelessly connected at any time and in any place due to the capacity for multiple modes of communication through a diverse array of mobile technologies.