Disruptive Technologies And The Language Classroom: A Complex Systems Theory Approach

Description

Although new technologies are embedded in students’ lives today, there is often an assumption that their use is transparent, inconsequential, or a distraction. This book combines complex systems theory with sociocultural theory and the multimodal theory of communication, providing an innovative theoretical framework to examine how communication and meaning-making in the language classroom have developed over time, how technology impacts on meaning-making, and what the implications are for learners, teachers, institutions and policy makers. Recent studies provide evidence for the disruptive effect of technology which has resulted in a phase shift that is reshaping language education by creating new interaction patterns, allowing for multimodal communication, and introducing real-world communication into the classroom. The book proposes ways of responding to this shift before concluding that the new technologies are radically transforming the way we learn. It is likely to appeal to a range of readers, including students, academics, teachers and policy-makers. Front Matter ....Pages i-xvii Introduction (Regine Hampel)....Pages 1-15 Theoretical Framework (Regine Hampel)....Pages 17-39 Human Meaning-Making: Communication Tools and Modes and Epistemic Practices (Regine Hampel)....Pages 41-47 Computer-Mediated Communication and Meaning-Making in the Language Classroom: Disruptions in Learning and Teaching (Regine Hampel)....Pages 49-100 What If? (Regine Hampel)....Pages 101-111 Implications for Teaching and for Research (Regine Hampel)....Pages 113-125 Conclusion (Regine Hampel)....Pages 127-131 Back Matter ....Pages 133-156