Breaking out, finding and using information: theorising learner identities in assemblages of teaching and learning with technology

ABSTRACT

Theory provides conceptual tools with which to engage in deep thinking about experiences and a shared language by which we can communicate our understandings. Socio-material theory allows us to take account of the role of technology in the performance of learning identities. This has implications for the way that students are produced as learning subjects in relation to the social and material practices they engage in with technologies. This paper describes how Actor Network Theory was used to think about teaching and learning practices in a Year 7 class in Australia. Descriptions of teaching and learning with technology were generated and then analysed as the performance of fluid assemblages. This was done by tracing the many elements that were being combined and recombined to produce the practices of 'breaking out' and 'finding and using information'. The way that learner identities were being performed as concurrently mobile, bounded, self-directed and guided is highlighted.

KEYWORDS:

• Actor Network Theory
• learner identities
• technology
• teaching and learning practices

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Jill Colton

Jill Colton is a Lecturer at the School of Education, University of South Australia. Her research focuses on digital literacies, educational change and teacher knowledge.