Technology, Multimodality and Learning: Analyzing Meaning across Scales

by Germán Canale

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.

280 pages, Hardcover

Published September 18, 2019

Reviews

[Tara Brabazon · Rating 3 out of 5]

A strong book. What makes the argument considered and powerful is the unpicking of educational technology. The assumptions about educational technology are questioned in this book, using multimodality.

There is attention to learning in context and situated learning. Why I like this book, and I am sure that the author will continue to offer provocative research, is that learning is reframed as meaning making.