Abstract
Introduction
Everyone who is involved with modern technological artefacts such as computers, software and tablets has experienced situations where the artefacts suddenly cease to function properly. This is commonly known as a technological breakdown. Within education and the praxis of teaching technological breakdowns become a more and more ubiquitous phenomenon due to the rapid increase of technological artefacts utilized for educational purposes (Riis, 2012). The breakdowns impact the educational practice with consequences ranging from creating small obstacles to rendering it impossible to conduct successful teaching. Thus, knowing how to cope with technological breakdowns is a pivotal part of being a technological literate.
Everyone who is involved with modern technological artefacts such as computers, software and tablets has experienced situations where the artefacts suddenly cease to function properly. This is commonly known as a technological breakdown. Within education and the praxis of teaching technological breakdowns become a more and more ubiquitous phenomenon due to the rapid increase of technological artefacts utilized for educational purposes (Riis, 2012). The breakdowns impact the educational practice with consequences ranging from creating small obstacles to rendering it impossible to conduct successful teaching. Thus, knowing how to cope with technological breakdowns is a pivotal part of being a technological literate.
| Originalsprog | Engelsk |
|---|---|
| Titel | Human-centered Digitalization and Services |
| Redaktører | Marja Toivonen-Noro, Saari Eveliina |
| Forlag | Springer |
| Publikationsdato | 2019 |
| ISBN (Trykt) | 978-981-13-7724-2 |
| Status | Udgivet - 2019 |