AbstractIntroduction Recent research Underwood et al,( 2010), Hadfield et al (2009) Royle and Hadfield (2012) has illustrated that the integration and use of ICT in education tends towards the enhancement of existing practices and this may account for a lack of transformation or innovation in approach at the pedagogic level. Potential drivers of educational transformation are the digital tools and related habits that are transforming how we work, learn in informal and formal spaces and socialise in daily life. This affords us new insights into how institutions can be organised, knowledge generated and created and leads to the potential for a greater range of capabilities. In a world where the use of technology can enable a more personalised and diverse approach perhaps a different way of looking at human development is required. The capability approach Sen (1992, 1999) is one such way of thinking about the manner in which human beings are able or otherwise (due to particular contexts or systems) to achieve the sort of life that they value. Sen, (1992:40) describes the approach as follows: The major constituents of the capability approach are functionings and capabilities. Functionings are the “beings and doings” of a person, whereas a person’s capability is “the various combinations of functionings that a person can achieve” Zheng (2010) notes, quoting Sen (1987:36) that: “A functioning is an achievement, whereas a capability is the ability to achieve.” Sen (1987) This means that capability is the range of possibilities open to individuals that can subsequently be converted into valued functionings. This range is dependent upon their context and the systems and processes, good and services etc. that may extend their capabilities or constrain them. With this in mind it is imperative that educators are knowledgeable about their learners and the digital systems that they engage in so that their skills are valued and capabilities converted into effective functioning. At the same time, the education system, its values and in particular its curricula must be examined to ensure that it does not constrain those that engage with it but rather that it opens a space for diversity in both learning and teaching.
CitationRoyle, K. and Nicolic, J. (2013) Agile digital age pedagogy for teachers: ADAPT, Advancing Education, Summer 2013.
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