Abstract
Book Review: Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy, V. Bozalek et al. (eds)
Highlights
With so many financial and human resources invested in the increased use of learning technologies in higher education institutions, this edited collection is a very important publication in that it focuses on the potential transformative effect of emerging technologies on learning and teaching practices in higher education
This transformative effect has largely been unexplored in a systematic way and the potential transformative effect is often only described by means of anecdotes or in a hyped-up way, without any supporting theoretical frameworks
With emerging technologies there often is a tendency to focus on the trends and issues (Reiser & Dempsey, 2011), strategies for managing technology in higher education (Bates & Sangra, 2011) or models for implementation (Beetham & Sharpe, 2013; Reigeluth, 2013), sometimes with a very specific focus on just one case study utilising an emerging technology such as Web 2.0 (Bennett et al, 2012)
Summary
With so many financial and human resources invested in the increased use of learning technologies in higher education institutions, this edited collection is a very important publication in that it focuses on the potential transformative effect of emerging technologies on learning and teaching practices in higher education. This project (2011-2013) focused on the use of emerging technologies to enhance teaching and learning in South African higher education institutions (HEIs), using Cultural-Historical Activity Theory (CHAT) as a theoretical framework.
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