Activity Theory, Authentic Learning and Emerging Technologies : Towards a transformative higher education pedagogy
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.
- Paperback | 246 pages
- 156 x 234 x 14.73mm | 499g
- 21 Jan 2017
- Taylor & Francis Ltd
- London, United Kingdom
- 28 Line drawings, black and white; 1 Halftones, black and white; 15 Tables, black and white; 29 Illustrations, black and white
Other books in this series
11 Aug 2017
21 Jan 2017
30 Jun 2017
18 Apr 2018
08 Nov 2018
12 Jan 2018
19 May 2014
24 Jan 2018
02 Jan 2019
24 Oct 2016
Table of contents
About Vivienne Bozalek
Dick Ng'ambi is Associate Professor and Masters Programme Convenor in the School of Education, University of Cape Town, South Africa.
Denise Wood is Professor of Learning, Equity, Access and Participation, Central Queensland University, Australia.
Jan Herrington is Professor of Education in the School of Education, Murdoch University, Australia.
Joanne Hardman is Senior Lecturer in the School of Education, University of Cape Town, South Africa.
Alan Amory is Professor and Director of the Centre for Academic Technologies, University of Johannesburg, South Africa.