Digital learning, discourse and ideology

Research output: Chapter in Book/Report/Conference proceedingEntry for encyclopedia/dictionary

Abstract

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).
Original languageEnglish
Title of host publicationEncyclopedia of educational philosophy and theory
EditorsMichael Peters
Place of PublicationSingapore
PublisherSpringer
Pages1-6
Number of pages6
EditionContinuously updated
ISBN (Electronic)978-981-287-532-7
DOIs
Publication statusPublished - 28 Oct 2015

Publication series

NameLiving reference work
PublisherSpringer

Keywords

  • ideology, Critical Discourse Analysis, digital learning, policy, audit culture, knowledge-based economy

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    Hayes, S. L. (2015). Digital learning, discourse and ideology. In M. Peters (Ed.), Encyclopedia of educational philosophy and theory (Continuously updated ed., pp. 1-6). (Living reference work). Springer. https://doi.org/10.1007/978-981-287-532-7_122-1