Re-imagining Education Policy and Practice in the Digital Era

Auteurs-es

  • Patricia Altass The University of Prince Edward Island
  • Sean Wiebe The University of Prince Edward Island

DOI :

https://doi.org/10.25071/1916-4467.40320

Mots-clés :

digital taylorism, Canadian labour pressures, algorithms, education planning, creative economy, threshold concept approach

Résumé

New digital technologies are changing the nature and contexts of work in Canada. It is essential that education policy and practice acknowledge and respond to these changes. The impacts and implications of new and emerging technologies for work can be summarized within two paradigms: technology is replacing work through automation and digital Taylorism; and technology is changing communication, collaboration and knowledge creation. Derived from a SSHRC Knowledge Synthesis report, this article explores how nurturing uniquely human abilities by employing a threshold concept approach will help create education policy and practice that can better prepare students for the realities of the evolving knowledge-based creative economy. Highlighting the complexity and transdisciplinary nature of knowledge, The New Literacies Threshold Concepts in English Language Arts are presented as a curriculum heuristic that is well-suited to developing uniquely human abilities.

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Publié-e

2017-12-07

Comment citer

Altass, P., & Wiebe, S. (2017). Re-imagining Education Policy and Practice in the Digital Era. La Revue De l’association Canadienne Pour l’étude De Curriculum , 15(2), 48–63. https://doi.org/10.25071/1916-4467.40320

Numéro

Vol. 15 No. 2 (2017)

Rubrique

Articles

Licence

Creative Commons License
Copyright for work published in JCACS belongs to the authors. All work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International license.