Affectibility in Educational Technologies: A Socio-Technical Perspective for Design

摘要: Introduction There seems to be a common sense--not always agreed--that formal learning refers that takes place inside the school; and informal, outside school (Eshach, 2007). Non-formal is often seen as also school, like in informal learning, but still has same "deliberate instructional programmatic emphasis" (La Belle, 1982). Similarly, Looi et al. (2010) define one "which based on fixed curricula enacted classroom environments" (p.156). Coombs Ahmed (apud La 1982) characterized "institutionalized, chronologically graded hierarchically structured educational system, spanning lower primary upper reaches of university" (p.162). Still with emphasis physical space where occurs, type system "where learners are participating intentional or unintentional experiences settings" (p.156); non-formal referring "learning happens settings not tested assessed traditional ways". Other aspects taken into consideration while differentiating formal, include: control have over situation (Mocker & Spear, 1982); presence mediator his role Another important aspect intentionality learning: non-formal, intention present, varied degrees (Eraut, 2000; Schugurensky, 2000). In may present (Schugurensky, spite divergences might found among these definitions, "informal", "formal" "non-formal" seemed appropriate describe practices models so far. The act teaching (actually, guiding processes) demands reasoning comprehension reality, dialogical approach. Paulo Freire, most influential educators Brazil, had criticized way approaches detached from learner's real life contexts (Freire, 1968). As digital culture sculpturing new reality which school's need adapted, this fact calls for transformation schools. dialogue about Education Technology between Freire Seymour Papert--the creator LOGO language, who proposed Constructionism theory (Papert, 1993)--, stated purpose discontinue change it entirely, can reborn new, updated being (Freire Papert, 1996). order catch up its own time, needs incorporate technological advances critical democratic manner. Even though technology integrated our lives, ways appears education do seem connected contemporary style life. Moreover, many children born cultures naturally part environment, population limited no access it. However, simply bringing foreign walls solve problem, such reality. Reviewing meanings help unraveling possibilities presented by technology, towards more seamless scenarios. Making sense context children's education, socio-technical perspective contribute approach (1968). Dialogue involves carefully listening understanding another; includes awareness each other's values, emotions interests. …