Inclusivity, pedagogy and learning
We are interested in how educational uses of technology can change practices to become more inclusive. Introducing technology into practice is often argued to be disruptive: where established practices are discarded, innovative forms of learning are fostered and so new opportunities are created for the previously disempowered to participate and empower themselves. That disruption of established practice might be seen to arise, for example, by enabling new ways of communication between people; by making more accessible a range of resources; and through the provision of enriched forms of information representation—video, image, sound and text, or ‘multimodal’ combinations. We wish to investigate the reality of those claims—understanding how practices actually change where technology is introduced, which properties of technology provide the bases for the disruption of particular practices, how power relations are transformed or persist, what opportunities can be created to empower the marginalised, and the range of outcomes that might be typical and possible.
Read more about our work on inclusivity, pedagogy and learning.