Postphenomenology and Technologies within Educational Settings
By Jesper Aagaard (Contribution by), Håkon Jakobsen Aaltvedt (Contribution by), Jan Peter Bergen (Contribution by), André Epp (Contribution by), Kristy Forrest (Contribution by), Lesley Gourlay (Contribution by), Stacey Irwin (Contribution by), Annie Kurz (Contribution by), Ilya Levin (Contribution by), Dan Mamlok (Contribution by), Anne Pesch (Contribution by), Anke Redecker (Contribution by), Eliott Rooke (Contribution by), Robert Rosenberger (Contribution by), Tomoki Sakata (Contribution by), Andreas Stock (Contribution by), Joris Vlieghe (Contribution by), Galit Wellner (Contribution by), Martin Wilmer (Contribution by), Sou Hee Yang (Contribution by), Markus Bohlmann (Editor), Patrizia Breil (Editor)
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By Jesper Aagaard (Contribution by), Håkon Jakobsen Aaltvedt (Contribution by), Jan Peter Bergen (Contribution by), André Epp (Contribution by), Kristy Forrest (Contribution by), Lesley Gourlay (Contribution by), Stacey Irwin (Contribution by), Annie Kurz (Contribution by), Ilya Levin (Contribution by), Dan Mamlok (Contribution by), Anne Pesch (Contribution by), Anke Redecker (Contribution by), Eliott Rooke (Contribution by), Robert Rosenberger (Contribution by), Tomoki Sakata (Contribution by), Andreas Stock (Contribution by), Joris Vlieghe (Contribution by), Galit Wellner (Contribution by), Martin Wilmer (Contribution by), Sou Hee Yang (Contribution by), Markus Bohlmann (Editor), Patrizia Breil (Editor)
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Technologies such as tablets, plagiarism software, and learning videos are now an important part of teaching and learning around the world. The underlying human-technology relations that shape modern educational settings have a decisive influence on what education is and will be in the future.
This volume applies the analytical tools of postphenomenology to the context of education. In three sections, the contributors present empirical evidence on the use of technology in schools, show conce...
This volume applies the analytical tools of postphenomenology to the context of education. In three sections, the contributors present empirical evidence on the use of technology in schools, show conce...























