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Legitimation Code Theory

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Tag: digital technologies

Wolff, K., Kruger, K., Pott, R., & de Koker, N. (2022). The conceptual nuances of technology-supported learning in engineering, European Journal of Engineering Education: 1–20.

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Strydom, S. (2021) The Digital Scholar as Author: Choices in disseminating scholarly work, in Van Petegem, W., Bosman, J.P., De Klerk, M. & Strydom, S. (2021) Evolving as a Digital Scholar: Teaching and researching in a digital world, Leuven University Press (pp. 89–113)

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Bosman, J. P. (2021) The Digital Scholar as Integrator: why, how and where to bring your teaching, research and social impact to life, in Van Petegem, W., Bosman, J.P., De Klerk, M. & Strydom, S. (2021) Evolving as a Digital Scholar: Teaching and researching in a digital world, Leuven University Press (pp. 89–113)

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Padayachee, K., & Dison, L. (2021) Stakeholder Struggles in the Uptake and Use of Blended and Online Learning in Higher Education, in Carloni, G., Fotheringham, C., Virga, A. & Zuccala, B. (eds) Blended Learning and the Global South: Virtual Exchanges in Higher Education (pp. 39–54).

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Wennås Brante, E., & Walldén, R. (2021) “Internet? That’s an app you can download”. First-graders use linguistic resources to describe internet and digital information, Education Inquiry: 1-2. DOI: 10.1080/20004508.2021.1950273

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Santoso, N. R., Nombrado, M. de Guzman, M. T., de Vera Yumul, S. & Mariano, R. M. (2021) Teachers’professional identity construction on Facebook using the teacher-student interaction perspective, Jurnal Studi Komunikasi, 5 (1): 1–23.

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Nizzolino, S., & Canals, A. (2021) Social Network Sites as Community Building Tools in Educational Networking, in Zhao, J. & Richards, J. (eds), E-Collaboration Technologies and Strategies for Competitive Advantage Amid Challenging Times (pp. 76–143). IGI Global.

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Bateman, J. A., Thiele, L. & Akin, H. (2021) “Explanation videos unravelled: Breaking the waves”, Journal of Pragmatics, 175: 112–128

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Fagan, D. (PhD, 2020) Using ICTs as a Pedagogical Resource to Facilitate Epistemological Access in Science with Teacher Education Students, PhD thesis, University of the Western Cape, South Africa.

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Chen, R., Bennett, S., & Maton, K. (2007) The online acculturation of Chinese student ‘sojourners’, in C. Montgomerie & J. Seale (eds) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007. Chesapeake, VA: AACE, 2744–2752.

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Ward, T. (2019) Life after taking the Myers-Briggs type indicator tool: A discourse analysis of the r/mbti SubReddit community, Laridae, 1: 18–24.

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Bennett, S., Maton, K. & Carrington, L. (2011) Understanding the complexity of technology acceptance by higher education students, in T. Teo (ed) Technology Acceptance in Education: Research and issues (pp. 63–77). Netherlands: Sense.

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Maton, K., Carvalho, L. & Dong, A. (2016) LCT in praxis: Creating an e-learning environment for informal learning of principled knowledge, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory. London: Routledge.

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Chen, R., Bennett, S., & Maton, K. (2008) The adaptation of Chinese international students to online flexible learning: Two case studies, Distance Education, 29(3): 307–323.

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Bennett, S., Maton, K. & Kervin, L. (2008) The ‘digital natives’ debate: A critical review of the evidence, British Journal of Educational Technology, 39(5): 775–786.

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Vahed, A. (D.Tech, 2014) Ensuring Quality Pedagogy through Games in Dental Technology at a Selected University of Technology, Durban University of Technology, South Africa.

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Mistri, G. (PhD, 2016) A Social Realist Analysis of participation in Academic Professional Development for the integration of Digital Technologies in Higher Education, Rhodes University, South Africa.

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Fagan, D. (PhD, 2014) Social Construction of Pedagogical ICT Discourse: The case of a university of technology in South Africa, University of Cape Town, South Africa.

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Doherty, C. (PhD, 2007) The Production of Cultural Difference and Cultural Sameness in Online Internationalised Education, Faculty of Education, Queensland University of Technology, Australia.

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Chen, R. (PhD, 2010) Knowledge and knowers in online learning: Investigating the effects of online flexible learning on student sojourners, Faculty of Education, University of Wollongong, Australia.

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Love, D. (MA, 2016) Any tool works if you are using the language: The role of knowledge in ICT integration in a Johannesburg private school, School of Education, University of the Witwatersrand, South Africa.

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Bennett, S. & Maton, K. (2010) Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students’ technology experiences, Journal of Computer Assisted Learning, 26(5): 321–331.

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Howard, S.K. & Maton, K. (2011) Theorising knowledge practices: A missing piece of the educational technology puzzle, Research in Learning Technology, 19(3): 191–206.

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Chen, R., Maton, K. & Bennett, S. (2011) Absenting discipline: Constructivist approaches in online learning, in Christie, F. & Maton, K. (eds) Disciplinarity: Functional linguistic and sociological perspectives (pp.129–150).  London: Continuum.

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Bennett, S. & Maton, K. (2011) Intellectual field or faith-based religion: Moving on from the idea of ‘digital natives’, in Thomas, M. (ed) Deconstructing Digital Natives: Young people, technology and the new literacies (pp. 169–185).  New York: Routledge.

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Carvalho, L. & Goodyear, P. (2014) Analysing the structuring of knowledge in learning networks, in Bayne S, Jones C, de Laat M, Ryberg T & Sinclair C. (eds) Proceedings of the 9th International Conference on Networked Learning 2014 (pp. 59–66), Edinburgh: University of Edinburgh.

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Bratland, E. (2017) Looking back and forward: From the net generation to knowledge in Education, Cognitive Science – New Media – Education, 1: 47–63.

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McCabe, A. (2017) Knowledge and interaction in on-line discussions in Spanish by advanced language learners, Computer Assisted Language Learning, 30(3-4): 325–347.

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Jones, P. (2016) Understanding online discussion: Socio-cultural and discoursal perspectives, Australian Association for Research in Education Conference, Melbourne, Australia, November.

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Vahed, A. McKenna, S. & Singh, S. (2016) Linking the ‘know-that’ and ‘know-how’ knowledge through games: A quest to evolve the future for science and engineering education. Higher Education, 71(6): 781–90.

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