Home > Research > Publications & Outputs > Inclusive technologies and learning

Electronic data

  • 34-30-PB

    4.81 MB, PDF document

    Available under license: CC BY: Creative Commons Attribution 4.0 International License

View graph of relations

Inclusive technologies and learning

Research output: Contribution to Journal/MagazineSpecial issuepeer-review

Published

Standard

Inclusive technologies and learning. / Passey, Donald (Editor).
In: Social Inclusion, Vol. 3, No. 6, 2015, p. 1-79.

Research output: Contribution to Journal/MagazineSpecial issuepeer-review

Harvard

Passey, D (ed.) 2015, 'Inclusive technologies and learning', Social Inclusion, vol. 3, no. 6, pp. 1-79.

APA

Passey, D. (Ed.) (2015). Inclusive technologies and learning. Social Inclusion, 3(6), 1-79.

Vancouver

Passey D, (ed.). Inclusive technologies and learning. Social Inclusion. 2015;3(6):1-79.

Author

Passey, Donald (Editor). / Inclusive technologies and learning. In: Social Inclusion. 2015 ; Vol. 3, No. 6. pp. 1-79.

Bibtex

@article{85d18efa1b0146e1b7d887698edfa139,
title = "Inclusive technologies and learning",
abstract = "This special issue focuses on an important contemporary concern—inclusive technologies and learning. Since the 1960s there has been a continued development and diversification of digital technologies used across societal sectors (Bijker, Hughes, Pinch, & Douglas, 2012), enabling applications not solely within business and commerce, but significantly within educational and social settings (such as the technology rangesthose discussed by The Metiri Group, 2006, for example), supporting communication and learning (shown, for example, shown by Richardson, 2012), providing opportunities to widen and deepen reach and interactions (as indicated, for example, by Kim, Hagashi, Carillo, Gonzales, Makany, Lee, & G{\`a}rate, 2011). It can be argued that such developments have created many divisions and challenges too (Resta, & Laferri{\`e}re, 2008); individuals as well as nations may not have the same access or facilities as others (ITU, 2015); and issues such as exploitation and exclusion are regularly highlighted (Dutta, Geiger, & Lanvin, 2015).",
keywords = "social inclusion, inclusive technologies, learning",
author = "Donald Passey",
year = "2015",
language = "English",
volume = "3",
pages = "1--79",
journal = "Social Inclusion",
issn = "2183-2803",
publisher = "Cogitatio Press",
number = "6",

}

RIS

TY - JOUR

T1 - Inclusive technologies and learning

A2 - Passey, Donald

PY - 2015

Y1 - 2015

N2 - This special issue focuses on an important contemporary concern—inclusive technologies and learning. Since the 1960s there has been a continued development and diversification of digital technologies used across societal sectors (Bijker, Hughes, Pinch, & Douglas, 2012), enabling applications not solely within business and commerce, but significantly within educational and social settings (such as the technology rangesthose discussed by The Metiri Group, 2006, for example), supporting communication and learning (shown, for example, shown by Richardson, 2012), providing opportunities to widen and deepen reach and interactions (as indicated, for example, by Kim, Hagashi, Carillo, Gonzales, Makany, Lee, & Gàrate, 2011). It can be argued that such developments have created many divisions and challenges too (Resta, & Laferrière, 2008); individuals as well as nations may not have the same access or facilities as others (ITU, 2015); and issues such as exploitation and exclusion are regularly highlighted (Dutta, Geiger, & Lanvin, 2015).

AB - This special issue focuses on an important contemporary concern—inclusive technologies and learning. Since the 1960s there has been a continued development and diversification of digital technologies used across societal sectors (Bijker, Hughes, Pinch, & Douglas, 2012), enabling applications not solely within business and commerce, but significantly within educational and social settings (such as the technology rangesthose discussed by The Metiri Group, 2006, for example), supporting communication and learning (shown, for example, shown by Richardson, 2012), providing opportunities to widen and deepen reach and interactions (as indicated, for example, by Kim, Hagashi, Carillo, Gonzales, Makany, Lee, & Gàrate, 2011). It can be argued that such developments have created many divisions and challenges too (Resta, & Laferrière, 2008); individuals as well as nations may not have the same access or facilities as others (ITU, 2015); and issues such as exploitation and exclusion are regularly highlighted (Dutta, Geiger, & Lanvin, 2015).

KW - social inclusion

KW - inclusive technologies

KW - learning

M3 - Special issue

VL - 3

SP - 1

EP - 79

JO - Social Inclusion

JF - Social Inclusion

SN - 2183-2803

IS - 6

ER -