Skip to main content
SpringerLink
Log in

On Epistemological Issues in Technologically Infused Spaces: Notes on Virtual Sites for Learning

  • Chapter
  • First Online:
Virtual Sites as Learning Spaces

Abstract

This chapter focuses upon the omnipresent nature of learning across arenas that are glossed as virtual/digital/online and physical/analogue/offline. It analytically argues for the need to go beyond the normative taken-for-granted nature of the affordances of digitalization in education—both as far as learning is concerned and issues of inclusion, access and participation. This chapter highlights people’s technologically infused contemporary lives—at least as these play out in global-North spaces—and the conceptual challenges involved in studying such an existence.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 99.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Notes

  1. 1.

    (All translations from the Swedish original are our own.)Ring, ring… Jonas vänder sig i sängen och tittar på TV-skärmen han glömt att stänga av kvällen innan. På skärmen ser han ett meddelande från sin studiekamrat Pelle blinka fram. TV-apparaten har under studietiden blivit Jonas vän—ända sedan han började läsa universitetskurser och inhandlade sin bärbara persondator som han kopplade upp mot TV-skärmen i sitt rum. Här kunde han nu se basketbollmatcherna, följa nyhetsprogrammen och klara av en stor del av sina hemläxor. TV:n är via kabel-TV-bolagets nät kopplad till universitetets datanät.[…] Jonas kopplar in sig på uttalskursen och öppnar ett videofönster vid sidan om textfönster. Han börjar sin uttalskonversation och stoppar dialogen då och då för att repetera ord och meningar han har problem med. Han jämför sitt uttal med videoavsnittets och upprepar det tills han är nöjd. Vid ett tillfälle stoppar han dialogen och lägger in en egen kommentar och minnesanteckning i direktanslutning till problemmomentet. Jonas tar därefter fram det utkast han håller på med för sin tyska uppsats om europeisk handel. Han finner att hans handledare lagt in kommentarer i marginalen.[…] Seminariet leds av en lärare på universitetsorten. Seminariedeltagarna är samlade på fyra olika platser för att delta i diskussionen […] S.k. splitscreenteknik används och alla elever kan se varandra och läraren.Jonas är nöjd med kursen…

  2. 2.

    Under ett antal år har den tekniska utvecklingen givit möjligheter till större individuell rörlighet. […] Att kunna personalisera informationsbäraren och återge bärbarheten till den, så att man även kan ta med sig den till badstranden, kommer att innebära att allt fler tar till sig den nya informationstekniken (our translation).

  3. 3.

    Istället för tangentbord och mus kommer människans naturliga sätt att kommunicera med ljud, rörelse och beröring att involveras. Mediet försvinner och uppfattas helt enkelt inte (our translation).

  4. 4.

    This is not to suggest that conceptual challenges were simpler before the advent of digitalization. Perhaps digitalization has made these challenges much more difficult to ignore.

References

  • Bagga-Gupta, S. (2013). The boundary-turn. Relocating language, identity and culture through the epistemological lenses of time, space and social interactions. In I. Hasnain, S. Bagga-Gupta, & S. Mohan (Eds.), Alternative voices: (Re)searching language, culture & identity(pp. 28–49). Newcastle-upon-Tyne: Cambridge Scholars Publishing.

    Google Scholar 

  • Bagga-Gupta, S. (2017a). Language and Identity Beyond the Mainstream. Democratic and Equity Issues For and By Whom, Where, When and Why. Journal of the European Second Language Association, 1(1), 102–112. https://doi.org/10.22599/jesla.22

    Article  Google Scholar 

  • Bagga-Gupta, S. (2017b). Languaging and Isms of Reinforced Boundaries Across Settings: Multidisciplinary Ethnographical Explorations. In D. J. Rivers & K. Zotzmann (Eds.), Volume 11 Series Language and Social Life. -Isms of Oppression in Language Education (pp. 203–229). Berlin: Mouton de Gruyter.

    Google Scholar 

  • Bagga-Gupta, S. (2019a). Learning Languaging Matters. Contributions to a Turn-on-Turn Reflexivity. In S. Bagga-Gupta, A. Golden, L. Holm, H. P. Laursen, & A. Pitkänen-Huhta (Eds.), Reconceptualizing Connections Between Language, Literacy and Learning. Rotterdam: Springer.

    Chapter  Google Scholar 

  • Bagga-Gupta, S. (2019b). Languaging Across Time and Space in Educational Contexts. Language Studies and Deaf Studies. Deafness & Education International, 21(2), 65–73. https://doi.org/10.1080/14643154.2019.1594081

    Article  Google Scholar 

  • Bagga-Gupta, S. (in press). Identity Positioning and Languaging in Deaf-Hearing Worlds: Some Insights from Studies of Segregated and Mainstream Educational Settings. In I. Leigh & C. O’Brien (Eds.), Deaf Identities. Exploring New Frontiers. Oxford: Oxford University Press.

    Google Scholar 

  • Bagga-Gupta, S., Feilberg, J., & Hansen, A. L. (2017). Many-Ways-of-Being Across Sites. Identity as (Inter)Action. In S. Bagga-Gupta, A. L. Hansen, & J. Feilberg (Eds.), Identity Revisited and Reimagined. Empirical and Theoretical Contributions on Embodied Communication Across Time and Space (pp. 5–23). Rotterdam: Springer.

    Chapter  Google Scholar 

  • Bagga-Gupta, S., & Messina Dahlberg, G. (2018). On the Quest to “Go Beyond” a Bounded View of Language. Research in the Intersections of the Educational Sciences, Language Studies and Deaf Studies Domains 1997–2018. Deafness & Education International, 21(2–3), 74–98.

    Google Scholar 

  • Bagga-Gupta, S., Messina Dahlberg, G., & Winther, Y. (2016). Disabling and Enabling Technologies for Learning in Higher Education for All: Issues and Challenges for Whom? Informatics, 3(4).

    Google Scholar 

  • Bagga-Gupta, S., & Rao, A. (2018). Languaging in Digital Global South-North Spaces in the Twenty-First Century: Media, Language and Identity in Political Discourse. Bandung: Journal of the Global South, 5(3), 1–34. Retrieved from https://rdcu.be/NbDk

    Article  Google Scholar 

  • Bliss, J., & Säljö, R. (1999). The Human-Technological Dialectic. In J. Bliss & R. Säljö (Eds.), Learning Sites: Social and Technological Resources for Learning. Oxford: Pergamon.

    Google Scholar 

  • Blommaert, J. (2008). The Sociolinguistics of Globalization. Cambridge: Cambridge University Press.

    Google Scholar 

  • boyd, d. (2007). None of This Is Real. In J. Karaganis (Ed.), Structures of Participation in Digital Culture (pp. 132–157). New York: Social Science Research Council.

    Google Scholar 

  • Brinkmann, S. (2005). Human Kinds and Looping Effects in Psychology. Foucauldian and Hermeneutic Perspectives. Theory and Psychology, 15(6), 769–791.

    Article  Google Scholar 

  • Castells, M. (2005). The Network Society: From Knowledge to Policy. In M. Castells & G. Cardoso (Eds.), The Network Society: From Knowledge to Policy (pp. 3–21). Washington, DC: John Hopkins Center for Transatlantic Relations.

    Google Scholar 

  • Cole, M., & Derry, J. (2005). We Have Met Technology and It Is Us. In R. J. Sternberg & D. D. Preiss (Eds.), Intelligence and Technology. The Impact of Tools on the Nature and Development of Human Abilities (pp. 209–227). Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Cousin, G. (2005). Learning from Cyberspace. In R. Land & S. Bayne (Eds.), Education in Cyberspace. New York: Routledge.

    Google Scholar 

  • Cuban, L. (1986). Teachers and Machines: The Classroom Use of Technology Since 1920. New York: Teachers College Press.

    Google Scholar 

  • Douglas Fir Group. (2016). A Transdisciplinary Framework for SLA in a Multilingual World. The Modern Language Journal, 100(S1), 19–47.

    Article  Google Scholar 

  • Edwards, R. (2012). (Im)Mobilities and (Dis)Locating Practices in Cyber-Education. In R. Brooks, A. Fuller, & J. Waters (Eds.), Changing Spaces of Education. New Perspectives on the Nature of Learning (pp. 2015–2218). London, UK: Routledge.

    Google Scholar 

  • Engeström, Y. (2007). From Communities of Practice to Mycorrhizae. In J. Hughes, N. Jewson, & L. Unwin (Eds.), Communities of Practice: Critical Perspective. London: Routledge.

    Google Scholar 

  • Erixon, P.-O. (2010). School Subject Paradigms and Teaching Practice in Primary and Lower Secondary Swedish Schools Influenced by ICT and Media. Computers and Education, 54, 1212–1221.

    Article  Google Scholar 

  • Freire, P. (1972). Pedagogy of the Oppressed. New York: Penguin Books.

    Google Scholar 

  • Frye, N. (1957). Anatomy of criticism. Four essays.Princeton: Princeton University Press.

    Google Scholar 

  • Hacking, I. (1995). The Looping Effect of Human Kinds. In D. Sperber, D. Premack, & A. J. Premack (Eds.), Causal Cognition: A Multidisciplinary Debate (pp. 351–383). Oxford: Clarendon.

    Google Scholar 

  • Hampton, K. (2010). Internet Use and the Concentration of Disadvantage: Glocalization and the Urban Underclass. American Behavioral Scientist, 53(8), 1111–1132.

    Article  Google Scholar 

  • Hutchins, E. (1995). Cognition in the Wild. Cambridge, MA: MIT Press.

    Google Scholar 

  • Ito, M. (2008). Introduction. In K. Varnelis (Ed.), Networked Publics. Cambridge, MA: MIT Press.

    Google Scholar 

  • Jackson, P. W. (1968). Life in Classrooms. New York: Holt, Rinehart and Winston.

    Google Scholar 

  • Lamy, M.-N., & Hampel, R. (2007). Online Communication in Language Learning and Teaching. New York: Palgrave Macmillan.

    Book  Google Scholar 

  • Landri, P., & Neumann, E. (2014). Mobile Sociologies of Education. European Educational Research Journal, 13(1), 1–8.

    Article  Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge, MA: Cambridge University Press.

    Book  Google Scholar 

  • Leander, K., Philips, N. C., & Taylor, H. (2010). The Changing Social Spaces of Learning: Mapping New Mobilities. Review of Research in Education, 34, 329–394.

    Article  Google Scholar 

  • Lindberg, Y. (2013). De la Belle Époque à Second Life. Paris: Publibook.

    Google Scholar 

  • Ludvigsen, S., Lund, A., Rasmussen, I., & Säljö, R. (2011). Learning Across Sites. New Tools, Infrastructures and Practices. London: Routledge.

    Google Scholar 

  • Mahfujur, Abulmotaleb, Juan, & Mahfujur. (2008). Retrieved from https://www.academia.edu/23139617/Web_3.0_a_vision_for_bridging_the_gap_between_real_and_virtual

  • Massey, D. (2004). Space, Place and Gender. Cambridge: Polity Press.

    Google Scholar 

  • Messina Dahlberg, G., & Bagga-Gupta, G. (2015). Learning on-the-Go in Institutional Telecollaboration. Anthropological Perspectives on the Boundaries of Digital Spaces. In E. Dixon & M. Thomas (Eds.), Researching Language Learners Interaction Online: From Social Media to MOOCs (Vol. 13). CALICO.

    Google Scholar 

  • Messina Dahlberg, G., & Bagga-Gupta, S. (2019). On the Quest to “Go Beyond” a Bounded View of Language. Research in the Intersections of the Educational Sciences, Language Studies and Deaf Studies Domains 1997–2018. Deafness & Education International, 21(2), 74–98. https://doi.org/10.1080/14643154.2018.1561782

    Article  Google Scholar 

  • Ministry of Education. (1994). Ny Informationsteknologi i Undervisningen. Ds 1994:21. Stockholm: Fritzes.

    Google Scholar 

  • Nature. (2010). Editorial – Learning in the Wild, 464(7290), 813–814.

    Google Scholar 

  • Ortega, L. (in press). Foreword. In S. Bagga-Gupta, A. Golden, L. Holm, H. P. Laursen, & A. Pitkänen-Huhta (Eds.), Reconceptualizing Connections Between Language, Literacy and Learning. Rotterdam: Springer.

    Google Scholar 

  • Phillips, F., Yu, C., Hameed, T., & El Akhdary, M. A. (2017). The Knowledge Society’s Origins and Current Trajectory. International Journal of Innovation Studies, 1(3), 175–191.

    Article  Google Scholar 

  • Player-Koro, C., & Beach, D. (2014). ‘Roll-Out Neoliberalism’ Through One-to-One Laptop Investments in Swedish Schools. IRPPS Monografie, 75–84.

    Google Scholar 

  • Player-Koro, C., Bergviken Rensfeldt, A., & Selwyn, N. (2018). Selling Tech to Teachers: Education Trade Shows as Policy Events. Journal of Education Policy, 33(5), 682–703.

    Article  Google Scholar 

  • Resnick, M. (1994). Learning About Life. Artificial Life, 1, 229–241.

    Article  Google Scholar 

  • Rogers, Y., & Marshall, P. (2017). Research in the Wild. New York: Morgan & Claypool Publishers.

    Book  Google Scholar 

  • Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development on Social Context. New York: Oxford University Press.

    Google Scholar 

  • Säljö, R. (2010). Digital Tools and Challenges to Institutional Traditions of Learning: Technologies, Social Memory and the Performative Nature of Learning. Journal of Computer Assisted Learning, 26(1), 53–64. https://doi.org/10.1111/j.1365-2729.2009.00341.x

    Article  Google Scholar 

  • Selwyn, N. (2011). Editorial: In Praise of Pessimism – The Need for Negativity in Educational Technology. British Journal of Educational Research, 42(2), 713–718.

    Google Scholar 

  • Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. (2017). Left to Their Own Devices: The Everyday Realities of ‘One-to-One’ Classrooms. Oxford Review of Education, 43(3), 289–310.

    Article  Google Scholar 

  • Thomas, S., Joseph, C., Laccetti, J., Mason, B., Mills, S., Perril, S., et al. (2007). Transliteracy: Crossing Divides. First Monday, 12(12). Retrieved from http://www.ojphi.org/ojs/index.php/fm/article/view/2060/1908

  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Wertsch, J. V. (1998). Mind as Action. Oxford: Oxford University Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education and Communication, Jönköping University, Jönköping, Sweden

    Sangeeta Bagga-Gupta

  2. Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden

    Giulia Messina Dahlberg

Authors
  1. Sangeeta Bagga-Gupta
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Giulia Messina Dahlberg
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Sangeeta Bagga-Gupta .

Editor information

Editors and Affiliations

  1. School of Education and Communication, Jönköping University, Jönköping, Sweden

    Sangeeta Bagga-Gupta  & Ylva Lindberg  & 

  2. Department of Education and Special Education, University of Gothenburg, Gothenburg, Sweden

    Giulia Messina Dahlberg

Rights and permissions

Reprints and permissions

Copyright information

© 2019 The Author(s)

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Bagga-Gupta, S., Messina Dahlberg, G. (2019). On Epistemological Issues in Technologically Infused Spaces: Notes on Virtual Sites for Learning. In: Bagga-Gupta, S., Messina Dahlberg, G., Lindberg, Y. (eds) Virtual Sites as Learning Spaces. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-26929-6_1

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-26929-6_1

  • Published:

  • Publisher Name: Palgrave Macmillan, Cham

  • Print ISBN: 978-3-030-26928-9

  • Online ISBN: 978-3-030-26929-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation