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Assemblage of CoreLife Skills Through Technological Innovation: A Case Study Informed by Actor-Network Theory

Assemblage of CoreLife Skills Through Technological Innovation: A Case Study Informed by Actor-Network Theory

Seema Pillai
Copyright: © 2017 |Volume: 9 |Issue: 2 |Pages: 20
ISSN: 1942-535X|EISSN: 1942-5368|EISBN13: 9781522512448|DOI: 10.4018/IJANTTI.2017040102
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MLA

Pillai, Seema. "Assemblage of CoreLife Skills Through Technological Innovation: A Case Study Informed by Actor-Network Theory." IJANTTI vol.9, no.2 2017: pp.22-41. http://doi.org/10.4018/IJANTTI.2017040102

APA

Pillai, S. (2017). Assemblage of CoreLife Skills Through Technological Innovation: A Case Study Informed by Actor-Network Theory. International Journal of Actor-Network Theory and Technological Innovation (IJANTTI), 9(2), 22-41. http://doi.org/10.4018/IJANTTI.2017040102

Chicago

Pillai, Seema. "Assemblage of CoreLife Skills Through Technological Innovation: A Case Study Informed by Actor-Network Theory," International Journal of Actor-Network Theory and Technological Innovation (IJANTTI) 9, no.2: 22-41. http://doi.org/10.4018/IJANTTI.2017040102

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Abstract

With the increasing emphasis on developing graduate employability skills, termed as CoreLife Skills in the United Arab Emirates (UAE), and growing use of technology in education; this research investigates the assemblage of CoreLife Skills through technological innovation in a vocational education and training (VET) institute in the UAE. This article draws on the concepts of the sociology of translation from an Actor-Network Theory as both methodological and analytical tool. The research unfolds the socio-material assemblages using existing frameworks: Levels of Teaching Innovation (LoTi) and HEAT (higher order thinking, engaged learning, authentic learning, and technology use). The research stirred the development of technology-enhanced learning and a CoreLife Skills development (TEL-CSD) framework for effective integration of technology to enhance students' CoreLife Skills. Based on the findings, two conclusions are drawn: CoreLife Skills cannot be developed independently of general learning and cognitive skills, and technology alone cannot promote CoreLife Skills.

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