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001 978-3-030-21795-2
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007 cr nn 008mamaa
008 190829s2019 gw | s |||| 0|eng d
020 _a9783030217952
024 7 _a10.1007/978-3-030-21795-2
_2doi
040 _cМУБИС
050 4 _aLC8-6691
072 7 _aJNV
_2bicssc
072 7 _aEDU039000
_2bisacsh
072 7 _aJNV
_2thema
082 0 4 _a371.33
_223
100 1 _aCanale, Germán.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aTechnology, Multimodality and Learning
_h[electronic resource] :
_bAnalyzing Meaning across Scales /
_cby Germán Canale.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Palgrave Macmillan,
_c2019.
300 _aXV, 265 p. 31 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aPalgrave Studies in Educational Media,
_x2662-7361
505 0 _aChapter 1. Situating learning in the 21st century: Technology, policy and meaning-making -- Chapter 2. Analyzing meaning across scales -- Chapter 3. Toward a multimodal socio-semiotic account of learning social semiotics and meaning-making -- Chapter 4. Plan Ceibal policy and the 1:1 model in Uruguay -- Chapter 5. Technology and EFL across policy scales -- Chapter 6. Laptops and textbooks as curriculum artifacts: Audience, authorization and ideologies in the classroom -- Chapter 7. Learners as sign-makers: Technology, learning and assessment -- Chapter 8. Conclusions.
520 _aThis 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.
650 0 _aEducational technology.
650 0 _aDiscourse analysis.
650 0 _aLanguage and education.
650 0 _aLanguage and languages—Study and teaching.
650 0 _aSemiotics.
650 1 4 _aEducational Technology.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O21000
650 2 4 _aDiscourse Analysis.
_0https://scigraph.springernature.com/ontologies/product-market-codes/N51000
650 2 4 _aLanguage Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O23000
650 2 4 _aLanguage Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/N13010
650 2 4 _aSemiotics.
_0https://scigraph.springernature.com/ontologies/product-market-codes/N53000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030217945
776 0 8 _iPrinted edition:
_z9783030217969
776 0 8 _iPrinted edition:
_z9783030217976
830 0 _aPalgrave Studies in Educational Media,
_x2662-7361
856 4 0 _uhttps://doi.org/10.1007/978-3-030-21795-2
942 _2ddc
_cEBOOK