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Technology, multimodality and learni...

Canale, German.

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Technology, multimodality and learning = analyzing meaning across scales /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Technology, multimodality and learning/ by German Canale.
其他題名:	analyzing meaning across scales /
作者:	Canale, German.
出版者:	Cham :Springer International Publishing : : 2019.,
面頁冊數:	xv, 265 p. :ill., digital ;24 cm.
內容註:	Chapter 1. Situating learning in the 21st century: Technology, policy and meaning-making -- Chapter 2. Analyzing meaning across scales -- Chapter 3. Toward a multimodal socio-semiotic account of learning social semiotics and meaning-making -- Chapter 4. Plan Ceibal policy and the 1:1 model in Uruguay -- Chapter 5. Technology and EFL across policy scales -- Chapter 6. Laptops and textbooks as curriculum artifacts: Audience, authorization and ideologies in the classroom -- Chapter 7. Learners as sign-makers: Technology, learning and assessment -- Chapter 8. Conclusions.
Contained By:	Springer Nature eBook
標題:	Educational technology. -
電子資源:	https://doi.org/10.1007/978-3-030-21795-2
ISBN:	9783030217952

Technology, multimodality and learning = analyzing meaning across scales /
Canale, German.

Technology, multimodality and learninganalyzing meaning across scales /[electronic resource] :by German Canale. - Cham :Springer International Publishing :2019. - xv, 265 p. :ill., digital ;24 cm. - Palgrave studies in educational media,2662-7361. - Palgrave studies in educational media..

Chapter 1. Situating learning in the 21st century: Technology, policy and meaning-making -- Chapter 2. Analyzing meaning across scales -- Chapter 3. Toward a multimodal socio-semiotic account of learning social semiotics and meaning-making -- Chapter 4. Plan Ceibal policy and the 1:1 model in Uruguay -- Chapter 5. Technology and EFL across policy scales -- Chapter 6. Laptops and textbooks as curriculum artifacts: Audience, authorization and ideologies in the classroom -- Chapter 7. Learners as sign-makers: Technology, learning and assessment -- Chapter 8. Conclusions.

This book introduces multimodality and technology as key concepts for understanding learning in the 21st century. The author investigates how a nationwide socio-educational policy in Uruguay becomes recontextualised across time/space scales, impacting interaction and learning in an English as a Foreign Language classroom. The book introduces scalar analysis to better understand the situated and fractal nature of education policy as meaning-making, subsequently defining learning from a multimodal socio-semiotic approach. The analytical integration of different policy scales shows what policy means to various stakeholders, and what learning means for students and teachers. This depends both on how they position themselves and how they engage with the policy educational media. This innovative book will appeal to students and scholars of technology and learning, as well as multimodality.

ISBN: 9783030217952

Standard No.: 10.1007/978-3-030-21795-2doiSubjects--Topical Terms:

517670
Educational technology.

LC Class. No.: LB1028.3 / .C35 2019

Dewey Class. No.: 371.33

Technology, multimodality and learning = analyzing meaning across scales /
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505 0 $a Chapter 1. Situating learning in the 21st century: Technology, policy and meaning-making -- Chapter 2. Analyzing meaning across scales -- Chapter 3. Toward a multimodal socio-semiotic account of learning social semiotics and meaning-making -- Chapter 4. Plan Ceibal policy and the 1:1 model in Uruguay -- Chapter 5. Technology and EFL across policy scales -- Chapter 6. Laptops and textbooks as curriculum artifacts: Audience, authorization and ideologies in the classroom -- Chapter 7. Learners as sign-makers: Technology, learning and assessment -- Chapter 8. Conclusions.
520 $a This book introduces multimodality and technology as key concepts for understanding learning in the 21st century. The author investigates how a nationwide socio-educational policy in Uruguay becomes recontextualised across time/space scales, impacting interaction and learning in an English as a Foreign Language classroom. The book introduces scalar analysis to better understand the situated and fractal nature of education policy as meaning-making, subsequently defining learning from a multimodal socio-semiotic approach. The analytical integration of different policy scales shows what policy means to various stakeholders, and what learning means for students and teachers. This depends both on how they position themselves and how they engage with the policy educational media. This innovative book will appeal to students and scholars of technology and learning, as well as multimodality.
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