Abstract
This paper uses Bolter and Grusin’s remediation approach in investigating the manner in which new forms of digital media are re-casting the communicative and epistemological import of knowledge, teaching and learning. Given the considerable disparity between the rhetoric and realities of the educational implementation of information technologies to date the paper argues that particular attention should be paid to the refashioning of existing forms of pre-digital didactics in current forms of digital didactics. These themes are pursued through an examination of the UK government’s ongoing ‘Digital Curriculum’ project as a case study of remediation of didactics in the digital age.
Highlights
The principles and practices of didactics are subject to continual contestation and change
Contemporary forms of didactics are presented under the guise of flexible and fluid forms of lifelong learning which are informal, noninstitutionalised and ready the meet the needs of a ‘knowledge society’
Over the past six years the chapter highlights the numbers of ways in which didactics are seen to be remediated in the socio-technological context of digital learning resources and, in the overall spirit of the book, we address the main question of how the notion of a digital curriculum has re-mediated, and re-contextualized political, commercial and educational concerns with didactics
Summary
The principles and practices of didactics are subject to continual contestation and change. Whilst the main contestations and challenges of digital didactics will eventually take place throughout the production, configuration and use of individual digital learning resources in the classroom and home, an important but often overlooked element of this remediation process is the ‘selling’ of the notion of ‘digital learning’ by political and commercial actors to often unsuspecting and sometimes sceptical audience of school managers, teachers, learners and parents. Learners were more than twice as likely as teachers to feature in the pictures used in the commercial advertising of digital learning resources, the text of these advertisements were predominantly concerned with teachers The majority of this discourse drew upon traditional notions of teaching and teachers and sought to reassure potential purchasers and users of the seamless fit of digital learning with existing practice. 2004); or the commercially direct command of “SPEND YOUR e-learning credits” (Proquest 2004)
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