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Palgrave Macmillan

Technology, Multimodality and Learning

Analyzing Meaning across Scales

  • Book
  • © 2019

Overview

Authors:
  1. Germán Canale

    1. Facultad de Humanidades y Ciencias de la Educación, Universidad de la República, Montevideo, Uruguay

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  • Investigates how a nationwide socio-educational policy in Uruguay impacted interaction and learning in an English as a Foreign Language classroom
  • Introduces scalar analysis to understand the fractal nature of education policy as meaning-making
  • Demonstrates what policy can mean for various stakeholders, as well as students and teachers

Part of the book series: Palgrave Studies in Educational Media (PSEM)

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Table of contents (8 chapters)

  1. Front Matter

    Pages i-xv
    Download chapter PDF

  2. Situating Learning in the Twenty-First Century: Technology, Policy and Meaning-Making

    • Germán Canale
    Pages 1-18

  3. Analyzing Meaning across Scales

    • Germán Canale
    Pages 19-39

  4. Toward a Multimodal Socio-Semiotic Account of Learning

    • Germán Canale
    Pages 41-82

  5. Plan Ceibal Policy and the 1:1 Model in Uruguay

    • Germán Canale
    Pages 83-104

  6. Technology and EFL across Policy Scales

    • Germán Canale
    Pages 105-135

  7. Laptops and Textbooks as Curriculum Artifacts: Audience, Authorization and Ideologies in the Classroom

    • Germán Canale
    Pages 137-175

  8. Learners as Sign-makers: Technology, Learning and Assessment

    • Germán Canale
    Pages 177-233

  9. Conclusions

    • Germán Canale
    Pages 235-247

  10. Back Matter

    Pages 249-265
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Keywords

About this book

This book introduces multimodality and technology as key concepts for understanding learning in the 21st century. The author investigates how a nationwide socio-educational policy in Uruguay becomes recontextualised across time/space scales, impacting interaction and learning in an English as a Foreign Language classroom. The book introduces scalar analysis to better understand the situated and fractal nature of education policy as meaning-making, subsequently defining learning from a multimodal socio-semiotic approach. The analytical integration of different policy scales shows what policy means to various stakeholders, and what learning means for students and teachers. This depends both on how they position themselves and how they engage with the policy educational media. This innovative book will appeal to students and scholars of technology and learning, as well as multimodality.




Reviews

“This book represents a remarkable achievement. It brings the calm of clear, principled discussion to the contemporary turbulence and cacophony of contesting voices and claims in sites of profound social, technological and pedagogic change. It confronts the inordinate complexity of practices, materials, technologies and policies by assembling a powerful, seamlessly integrated, coherent toolkit. It will serve practitioners, greatly advance theory and offer strategies for policy makers in equal measure.” (Gunther Kress, Professor of Semiotics and Education, University College London, UK)

“Germán Canale expands Halliday’s notion of “learning how to mean”, emphasizing learners’ agency as meaning-makers in new school practices of communication and learning. From a multimodal socio-semiotic approach to learning, he proposes new ways to understand semiosis as a situated practice at different scales, challenging us -educators and discourse analysts - to recognize the learning that takes place in classrooms.” (Dominique Manghi H., Profesora Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Chile)

Authors and Affiliations

  • Facultad de Humanidades y Ciencias de la Educación, Universidad de la República, Montevideo, Uruguay

    Germán Canale

About the author

Germán Canale is Associate Professor at the Institute of Linguistics in the Faculty of Humanities and Education Sciences at the Universidad de la República, Uruguay.

Bibliographic Information

  • Book Title: Technology, Multimodality and Learning

  • Book Subtitle: Analyzing Meaning across Scales

  • Authors: Germán Canale

  • Series Title: Palgrave Studies in Educational Media

  • DOI: https://doi.org/10.1007/978-3-030-21795-2

  • Publisher: Palgrave Macmillan Cham

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Editor(s) (if applicable) and The Author(s) 2019

  • Hardcover ISBN: 978-3-030-21794-5Published: 18 September 2019

  • Softcover ISBN: 978-3-030-21797-6Published: 18 September 2020

  • eBook ISBN: 978-3-030-21795-2Published: 29 August 2019

  • Series ISSN: 2662-7361

  • Series E-ISSN: 2662-737X

  • Edition Number: 1

  • Number of Pages: XV, 265

  • Number of Illustrations: 31 b/w illustrations

  • Topics: Educational Technology, Discourse Analysis, Language Education, Language Education, Semiotics

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