Show Less

Digital Learning Lives

Trajectories, Literacies, and Schooling


Ola Erstad

Today’s world is in turmoil. Economic crises are bringing countries to the brink of ruin, and old models are being questioned. The same sense of crisis also exists in contemporary education, and there is a need to explore new educational models. Digital Learning Lives: Trajectories, Literacies, and Schooling is a contribution in this direction. This book explores the importance of the adoption of digital technologies by contemporary education systems. Partly a synthesis of findings from projects carried out in Norway by the author over the past 15 years, the data have been extended to raise key questions about the effectiveness of current education strategies for the Facebook and YouTube generation. Along the way, a promising approach for future developments in education is introduced that embraces the engagement of digital media ‒ what Ola Erstad terms ‘learning lives’. Use of digital media in schools and in everyday culture becomes the catalyst for exploring learning as life-deep (studying identity processes), life-wide (studying learners across contexts), and life-long (studying learning as trajectories and timescales). The book is targeted toward courses on digital learning, educational change, school development, and formal-informal learning.


Show Summary Details
Restricted access

Part III: Digital Learning Lives


P a r t I I I Digital Learning Lives Erstad Final_Erstad fin 8/14/13 9:18 PM Page 147 Erstad Final_Erstad fin 8/14/13 9:18 PM Page 148 c h a p t e r s i x Learners in Motion “. . .classrooms or other sites of learning are seen less as parking lots and more as intersections.” (Leander, Philips, & Taylor, 2010, p. 8) Introduction An implication of what has been discussed in the previous chapters is an orienta- tion towards studying the learners; understanding them within and across differ- ent learning contexts. It is not digital media in themselves nor the school curriculum defining what needs to be learned that is the approach argued for in this book, but rather to understand learners in all their diversity and complexity. As such, the point is to follow learners in their everyday activities and track differences and similarities between school-based learning and learning in other contexts as defined by the learners themselves. It is not an orientation towards the learner that represents something new and challenges established educational conceptions, but rather the way time and space relationships are brought into the picture. As such, it moves away from studies of the individual learner in a cognitive sense, and shifts the focus towards interactions within and across different contexts, and the sociomateriality of human interaction (Sørensen, 2009). Erstad Final_Erstad fin 8/14/13 9:18 PM Page 149 The role of digital media is important in the way...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.