Technology-Enhanced Learning Communities on a Continuum Between Spontaneous and Designed Environments

Iris Tabak, DANI BEN-ZVI, Yael Kali

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


Our approach to learning in a networked society is grounded in the assumption that “schooling” and “society” cannot be considered separate entities. Consequently, research in this area should draw on both educational and social sciences. Bringing together the theoretical and practical tools of both domains allows us to examine the types of interaction, knowledge construction, social organization, and power structures that: (a) occur spontaneously in technology-enhanced learning communities or (b) can be created by design. In this chapter, we present issues that characterize learning in a networked society, such as school-society digital disconnect, digital divides, and the purposeful or invasive permeation of ideas between communities. We discuss the complementary roles that educational and social sciences can play in studying these issues. We conclude with an overview of each of the chapters in this book, highlighting the ways in which they integrate or juxtapose disciplinary lenses to investigate different aspects of learning in a networked society.
Original languageEnglish
Title of host publicationLearning In a Networked Society
Subtitle of host publicationSpontaneous and Designed Technology Enhanced Learning Communities
EditorsYael Kali, Ayelet Baram-Tsabari, Amit M. Schejter
Place of PublicationCham
PublisherSpringer International Publishing AG
Number of pages13
ISBN (Print)978-3-030-14610-8
StatePublished - 2019


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