Activity Theory, Authentic Learning and Emerging Technologies

Although emerging technologies are becoming popularised for teaching, learning and research in higher education, the relationship between use and transformative effect on higher education remain largely unexplored. Thus, many of the current conceptions view emerging technologies as tools in ‘how to’ manuals, remain at the level of simplistic discussions that are generally under theorised. This edited collection seeks to fill this gap by providing a more nuanced view, locating higher education pedagogical practice at an intersection of emerging technologies, authentic learning and activity systems.