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The Dialogue Between Emerging Pedagogies and Emerging Technologies

Part of the Lecture Notes in Educational Technology book series (LNET)

Abstract

This chapter discusses the mutual influence of emerging technologies and emergent pedagogies. The potential of one specific technology or application has to be analysed in a particular scenario. We maintain that the dialogue between technology and pedagogy is absolutely necessary because there is a constant influence between them. The difference is that as technology becomes more invisible, pedagogy needs to make its practices visible offering practices that take into account the fundamental needs of modern society. This chapter is divided into three sections. Firstly, we will describe the main educational challenges of the networked knowledge society. Secondly, we will centre on the main directions and theories that support emergent pedagogies. Finally, we will conclude this chapter with an analysis of the implications and relationship between emerging pedagogies and emergent technologies.

Keywords

  • Emerging pedagogies
  • Emergent technologies
  • Learning design
  • Network learning theories

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Fig. 1.1

Notes

  1. 1.

    The first NMC Horizon Report was published in 2004.

  2. 2.

    http://www.networkedlearningconference.org.uk/.

  3. 3.

    http://www.tlrp.org/.

  4. 4.

    In the last case, the original is ‘teachers and policies’. We have extended the cluster to educators and researchers.

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Correspondence to Begoña Gros .

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Gros, B. (2016). The Dialogue Between Emerging Pedagogies and Emerging Technologies. In: Gros, B., Kinshuk, ., Maina, M. (eds) The Future of Ubiquitous Learning. Lecture Notes in Educational Technology. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-47724-3_1

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