Towards a Theory of Socio-technical Interactions

被引：14

作者：

Vatrapu, Ravi K. ^{[1
]}

机构：

[1] Copenhagen Sch Econ & Business Adm, Ctr Appl ICT CAICT, DK-2000 Frederiksberg, Denmark

来源：

LEARNING IN THE SYNERGY OF MULTIPLE DISCIPLINES, PROCEEDINGS | 2009年 / 5794卷

关键词：

apperception; perception; appropriation of affordances; technological intersubjectivity; socio-technical systems; technology enhanced learning; computer supported collaborative learning; comparative informatics; AFFORDANCES;

D O I：

10.1007/978-3-642-04636-0_70

中图分类号：

TP301 [理论、方法];

学科分类号：

081202 ;

摘要：

Technology enhanced learning environments are characterized by socio-technical interactions. Socio-technical interactions involve individuals interacting with (a) technologies, and (b) other individuals. These two critical aspects of socio-technical interactions in technology enhanced learning environments are theoretically conceived as (a) appropriation of socio-technical affordances and (b) structures and functions of technological intersubjectivity. Briefly, socio-technical affordances are action-taking possibilities and meaning-making opportunities in an actor-environment system with reference to actor competencies and technical capabilities of the socio-technical system. Drawing from ecological psychology, formal definitions of socio-technical affordances and the appropriation of affordances are offered. Technological intersubjectivity (TI) refers to a technology Supported interactional social relationship between two or more actors. Drawing from social philosophy, a definition of TI is offered. Implications for technology enhanced learning environments are discussed.

引用

页码：694 / 699

页数：6

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