Abstract
The six articles in this issue offer guidance to educators in the application of learning technology in different contexts. The first three articles are aimed at those employing learning technology on specific educational contexts – informal and formal – whilst the fourth deals with inclusion countrywide. The last two articles offer valuable insights into learner behaviours and skills in changing technological contexts. DOI: 10.1080/09687761003741335
Highlights
The six articles in this issue offer guidance to educators in the application of learning TC1A0E2Ff.098rbadALa.610yei1nTtL80lo0loc-0T@r8eJ7ri0_s0a7a&RMsBAl/6na0ee9_ldaFs9flr4eolr6(Fca7pr8hrndr4ra7cic.62n7ahi50cst6)i51.1n/su.010skL7g04em3a17r-4n11i6n32g395T(eocnhlinnoel)ogy technology in different contexts
The first three articles are aimed at those employing learning technology on specific educational contexts – informal and formal – whilst the fourth deals with inclusion countrywide
Vinni, Sedano and Joy draw on their experiences of developing Myst to offer a set of design principles for pervasive game platforms to be used in various contexts
Summary
The implication of context in applying learning technologies The six articles in this issue offer guidance to educators in the application of learning TC1A0E2Ff.098rbadALa.610yei1nTtL80lo0loc-0T@r8eJ7ri0_s0a7a&RMsBAl/6na0ee9_ldaFs9flr4eolr6(Fca7pr8hrndr4ra7cic.62n7ahi50cst6)i51.1n/su.010skL7g04em3a17r-4n11i6n32g395T(eocnhlinnoel)ogy technology in different contexts.
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