查看文章

Sociocultural accounts of education emphasise that learning occurs in and through mediated interactions with the world; technology in education mediates those interactions, and commonly strives to create distinctive experiences centred upon particular spaces. Yet, until relatively recently, most analyses have typically underemphasised those spatial aspects of how technology in education functions—how tools come to be used in particular spaces, to intersect and challenge spatially embedded practices, and might thereby be designed “with space in mind”. In this chapter, we set out some bases for a “spatial turn” in Technology Enhanced Learning (TEL) research. We argue that those of us working in the field need to better understand both technology and learning as spatial phenomena; that we must better conceptualise the design of technology and the spatial contexts of use; and that we should become …