Teaching as the emergent event of an ecological process: Complexity and choices in one-to-one programmes
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Teaching as the emergent event of an ecological process: Complexity and choices in one-to-one programmes. / Miranda, Lyana; Pischetola, Magda.
I: Explorations in Media Ecology, Bind 19, Nr. 4, 01.12.2020, s. 503-519.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Teaching as the emergent event of an ecological process: Complexity and choices in one-to-one programmes
AU - Miranda, Lyana
AU - Pischetola, Magda
PY - 2020/12/1
Y1 - 2020/12/1
N2 - The article argues that the ecological approach can offer a viewpoint that comprises more educational complexity. If we accept that the observer and object of observation are in a constant relationship, that technology, context and culture are constituting forces of knowledge production, and that theory/practice is another binary divide to overcome, we are forced to address the intertwined emergence of teaching and learning as part of a co-evolutionary process. As part of ecological pedagogy, communication choices focus on feedback, interconnectedness and in-between-ness among living and non-living organisms. By drawing from the encounter between the complex perspective of Gregory Bateson and the thinking of media ecologist Marshall McLuhan, this article focuses on communication choices in teaching. It presents a comparative study on one-to-one programmes in schools in Italy and Brazil and shows the importance of existing connections and communicative exchanges between the elements of a dynamic system.
AB - The article argues that the ecological approach can offer a viewpoint that comprises more educational complexity. If we accept that the observer and object of observation are in a constant relationship, that technology, context and culture are constituting forces of knowledge production, and that theory/practice is another binary divide to overcome, we are forced to address the intertwined emergence of teaching and learning as part of a co-evolutionary process. As part of ecological pedagogy, communication choices focus on feedback, interconnectedness and in-between-ness among living and non-living organisms. By drawing from the encounter between the complex perspective of Gregory Bateson and the thinking of media ecologist Marshall McLuhan, this article focuses on communication choices in teaching. It presents a comparative study on one-to-one programmes in schools in Italy and Brazil and shows the importance of existing connections and communicative exchanges between the elements of a dynamic system.
KW - complexity theory
KW - media ecology
KW - emergent learning
KW - Teaching technology
U2 - 10.1386/eme_00065_1
DO - 10.1386/eme_00065_1
M3 - Journal article
VL - 19
SP - 503
EP - 519
JO - Explorations in Media Ecology
JF - Explorations in Media Ecology
SN - 1539-7785
IS - 4
ER -
ID: 318545565