Technology, Multimodality and Learning: Analyzing Meaning across Scales

Description

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. Front Matter ....Pages i-xv Situating Learning in the Twenty-First Century: Technology, Policy and Meaning-Making (Germán Canale)....Pages 1-18 Analyzing Meaning across Scales (Germán Canale)....Pages 19-39 Toward a Multimodal Socio-Semiotic Account of Learning (Germán Canale)....Pages 41-82 Plan Ceibal Policy and the 1:1 Model in Uruguay (Germán Canale)....Pages 83-104 Technology and EFL across Policy Scales (Germán Canale)....Pages 105-135 Laptops and Textbooks as Curriculum Artifacts: Audience, Authorization and Ideologies in the Classroom (Germán Canale)....Pages 137-175 Learners as Sign-makers: Technology, Learning and Assessment (Germán Canale)....Pages 177-233 Conclusions (Germán Canale)....Pages 235-247 Back Matter ....Pages 249-265