The paradoxical future of digital learning

by: Mark Warschauer

Learning Inquiry, Vol. 1, No. 1. (27 April 2007), pp. 41-49.

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Abstract

Abstract What constitutes learning in the 21st century will be contested terrain as our society strives toward post-industrial forms of knowledge acquisition and production without having yet overcome the educational contradictions and failings of the industrial age. Educational reformers suggest that the advent of new technologies will radically transform what people learn, how they learn, and where they learn, yet studies of diverse learners’ use of new media cast doubt on the speed and extent of change. Drawing on recent empirical and theoretical work, this essay critically examines beliefs about the nature of digital learning and points to the role of social, culture, and economic factors in shaping and constraining educational transformation in the digital era.

@article{citeulike:2445311, abstract = {Abstract\ \ What constitutes learning in the 21st century will be contested terrain as our society strives toward post-industrial forms of knowledge acquisition and production without having yet overcome the educational contradictions and failings of the industrial age. Educational reformers suggest that the advent of new technologies will radically transform what people learn, how they learn, and where they learn, yet studies of diverse learners’ use of new media cast doubt on the speed and extent of change. Drawing on recent empirical and theoretical work, this essay critically examines beliefs about the nature of digital learning and points to the role of social, culture, and economic factors in shaping and constraining educational transformation in the digital era.}, author = {Warschauer, Mark }, citeulike-article-id = {2445311}, doi = {10.1007/s11519-007-0001-5}, journal = {Learning Inquiry}, keywords = {computers, digital, internet, learning, technology}, month = {April}, number = {1}, pages = {41--49}, posted-at = {2008-03-24 22:44:36}, priority = {5}, title = {The paradoxical future of digital learning}, url = {http://dx.doi.org/10.1007/s11519-007-0001-5}, volume = {1}, year = {2007} }

RIS record

TY - JOUR ID - citeulike:2445311 TI - The paradoxical future of digital learning JF - Learning Inquiry VL - 1 IS - 1 SP - 41 EP - 49 N2 - Abstract  What constitutes learning in the 21st century will be contested terrain as our society strives toward post-industrial forms of knowledge acquisition and production without having yet overcome the educational contradictions and failings of the industrial age. Educational reformers suggest that the advent of new technologies will radically transform what people learn, how they learn, and where they learn, yet studies of diverse learners’ use of new media cast doubt on the speed and extent of change. Drawing on recent empirical and theoretical work, this essay critically examines beliefs about the nature of digital learning and points to the role of social, culture, and economic factors in shaping and constraining educational transformation in the digital era. KW - computers KW - digital KW - internet KW - learning KW - technology AU - Warschauer, Mark PY - 2007/04/27/ UR - http://dx.doi.org/10.1007/s11519-007-0001-5 ER -

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