Activity Theory, Authentic Learning and Emerging Technologies: Towards a transformative higher education pedagogy

by Vivienne Bozalek (Editor), Denise Wood (Editor), Jan Herrington (Editor)

Although emerging technologies are becoming popularised for teaching, learning and research, the relationship between their use and transformative effects on higher education remain largely unexplored. This edited collection seeks to fill this gap by providing a nuanced view, locating higher education pedagogical practices at an intersection of emerging technologies, authentic learning and activity systems.

Providing numerous case studies as examples, the book draws from a wide range of contexts to illustrate how such a convergence has the potential to track transformative teaching and learning practices in the higher education sector. Chapters provide the reader with a variety of transformative higher education pedagogical practices in southern contexts, theorised within the framework of Cultural Historical Activity Theory (CHAT) and tool mediation, while using authentic learning as a pedagogical model upon which this theoretical framework is based.

The topics covered in the book have global relevance, with research paying particular attention to South Africa, Australia and New Zealand, where the authors are based. The book will be of interest to educators, researchers and practitioners in higher education, as well as those interested in emerging technologies in education more generally.

264 pages, Kindle Edition

First published January 1, 2014

Reviews

[Lorraine Garcia]

The book I read is Transforming Education in the Gulf Region: Emerging learning technologies and innovative pedagogy for the 21st century. It is a collection of work that examines how technology has grown rapidly in several Arab Gulf countries and what has contributed to this. It was edited by Khalid Alshahrani and Mohamed Ally. I read this book because the summary discussed how the use of technology in education is growing at an enormous rate. Despite the research being done in various countries throughout the Arab gulf, I was curious about why the rate of growth was so fast. I wondered if something was being done there that was not here in the United States and how I could apply it to my sites.
Arab nations tend to be on the conservative side socially. This played a role in how the use of technology is accepted. One of the studies in the book analyzed the way students dress (in traditional clothing such as the hijab) and the the use of social media. These were taken into consideration while looking at data about how the culture has shifted to a less conservative one. One theory is the” manifestation of the effect of globalization,...and how this is changing people’s attitudes.” In order for this to happen, several things had to push forward the shift in education toward using emerging technologies. It was important for the educational culture to shift along with the economic growth that was happening at a fast pace.
Another focus of the book was the shift in instructor’s attitudes toward the use of social media for instruction, particularly for female students. Many saw the value but were uncomfortable by the inappropriate ads seen in pop ups. Some professors interviewed stated that even male students were reluctant to accept such change in their instruction.
The book discusses the use of pedagogic models in the classroom. Students are exposed to higher level of rigorous tasks are required to participate in more ones that analyze and develop websites in order to collaborate globally. The instructors studied the works of Ruben Puentedura and his SAMR model and introduced his methods of creating lessons that include emerging technologies.
Throughout this collection of research, practice is offered as a suggestion in order to increase students skills in technology. It states that merely handing students technology will not be as “motivating or exciting.”Practice plays a large role along with leaders implementing and modeling the effective use of technology. Surveys were conducted by both students and instructors to determine the willingness to accept and implement technology in class. Some of the barriers listed were:
The lack of awareness of technology potential.
The lack of readiness to share work with others.
Older students or teachers were not open to learning new ways of using technology.
Students may neglect the role of teacher and rely on technology.
Mobile learning played a role as an emerging technology and be flexible to the learner’s preference and need. “It allows great flexibility, permits interaction and can generate inspiration and the exchange of information without the burden of arranging meetings (location 2256).” The benefits were seen across the countries. One of the benefits was affordability. Mobile learning could happen anywhere because most people had mobile devices with internet access already. The learning could happen anywhere. Collaboration was also increased due to mobile learning and allowed students to work with others outside of their communities. For example, flipped classrooms seem to be a trend in which the instructor prepares the students to learn at home. This encourages learners to take initiative and to give shape and direction to their learning process, It requires the learner to accept responsibility in their education (location 3837).
This collection of essays and studies were interesting. Although I did not read anything new to try at my own sites, I appreciate the work behind the research that acknowledges how technology can shape something as great as entire cultures and be used to encourage collaboration worldwide. Our students here in the United States have opportunities to reach out to anyone across the globe to share ideas and resources which will benefit all.
Khalid Alshahrani, editor of the essay, Transforming Education in the Gulf Region, obtained a Master’s degree from the University of Queensland and a PhD in Technology in Education from King Abdullah University of Science and Technology in Saudi Arabia. He currently works as Academic Relations Lead at the university and collaborates with others around the world to share ideas.
The second editor is Mohamed Ally, program director and researcher for distance education at Athabasca University in Canada. Dr. Ally is an award winning author for his published works in the areas of emerging technology and mobile learning.