Aligning to the cultural landscape - moving to a design pedagogy for learning
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This paper compares the apparent disparity between the integration of technology in the wider community with the use in mainstream education. The sources of this divergence are discussed and the principles identified that provide for movement from a present pedagogy that seeks to utilise digital technologies to a reform pedagogy based on a framework of design in which technology is not an addition but the framework of the design. Key principles applicable across a wide range of settings and technologies are articulated and finally framed within a narrative approach which is explained using several models including an Australian indigenous learning approach.