section4

**Section 4:** Impact of Technology: Language, culture and cognition
Section abstract:

Language, in addition to being an important communicative tool, is also an essential ingredient to the development and preservation of our “selves.” The interdependency between linguistic and cognitive development of the child supports the idea that language is a prerequisite for identity-formation. This section thus begins with a review of this interdependency and relates it to the formation of the self and therefore, identity. Language as identity also demarcates a microculture. In studying the effect of technology on learning and cognition with respect to language, it is important to understand the bilingual's choice of which language to use under which circumstances (influences of situational and psychological variables). As a society undergoes changes brought about by industrial or technological development, the needs for particular skills also change. This section of the book will therefore examine these “new” language skills as a response to “new” technological needs and the use of emerging technologies for acquiring those skills.

Chapter Title: Culture in a planetary community: Interactions enhance Web 2.0 integrated language learning Author(s): Yayoi Anzai Abstract: Learning with Web 2.0 technology brought out special learning space, “a planetary community” where learners can participate, interact, and collaborate in the global perspective using emerging technologies. This planetary community is the extension of a regular classroom, and learners can become a part of a planetary community where learning is taking place. Time and distance is no more constrains here. In other words, a traditional classroom can be linked with and also contribute to a //planetary community//. In this newly emerged community, unique culture lies in its interactiveness, since the powerful characteristic of Web 2.0 technologies is its interactiveness. Thus culture of the planetary community is examined focused on interactions integrated web 2.0 technologies. The chapter explores effective language learning integrated Web 2.0 technologies in terms of interaction. Interaction comprises Jonassen’s four dimensions: learner-instructor, leaner-learner, learner-content, and learner-interface. These four dimensions of interaction serve as a framework for language learning with Web 2.0. Furthermore, a deepened form of learner-learner interaction can result in collaboration. Literature review revealed that these four dimensions of interaction have been taking place and affecting effective language learning using Web 2.0 technologies.

Chapter Title: Author(s): **Dr. Satya Sundar Sethy** **Abstract**: Learning is a ubiquitous phenomenon. It takes place irrespective of time and place. It engages learners in their interested topic/content. Learning absorbs many skills, such as; reading skills, writing skills, technological skills, emotional skills, behavioral skills, cognitive skills, and language skills. Out of all these, cognitive skills have significant role for apprehending a concept and comprehending a discussion. In the context of distance education (DE), learning never restrains only to print medium, rather it has extended to the various technological media with abundant possibilities for multiple variations of online and web instruction. Learning occurs in any medium requires language identification and proper structurization. Hence, language plays a vital role for using technology in appropriate situations and in relevant contexts. This chapter discusses how cognitive skills help learners in their learning through technology instructions. Further, it elucidates the technological impacts in the distance learning scenario. Consequently, it argues that the intervention of suitable and advanced technology helps learners to develop their cognitive skills and assists in their learning activities.
 * Cognitive Skills: A Modest Way of Learning through Technology **


 * Key words**: Cognitive skills, Information and Communication Technologies (ICTs), Information Society, World Wide Web (www)

Chapter Title: Towards a Template/Framework for the Use of Stereotypes in Cross- Cultural E-Learning

Author(s): Bharathi Harishankar, Stella Lee, & Evelyn Ellerman Abstract:

Increasing attempts at shared cross-cultural creation and delivery of e-learning content foregrounds the need for “cultural accessibility” and the need to encode “cultural values” (Edmundson, 2008). Open Educational Resources (OERs) and Reusable Learning Objects (RLOs) such as the MIT OpenCourseWare and NPTEL India are projected as content platforms, which enable such sharing of teaching-learning resources. Localization and modularization are considered to be the keys informing the extent of cross-cultural usability of these open educational resources. However, the existing open source content takes on a culture-neutral approach.

In their study, Magnus Haake and Agneta Gulz highlight the potential of visual stereotypes to perform the role of pedagogical agents. The first question in this regard is to determine whether a stereotype is an enabler or a hindrance to understanding and learning. That stereotypes act as gender/culture markers is well established. What is unknown is the method by which stereotypes can be made to work cross-culturally. Related to this, is the query whether stereotypes can help collaboration across emotional, social and cultural borders.

In their TPACK framework, Matthew Koehler and Punya Mishra add the technological dimension to Lee Shulman's "Pedagogical Content Knowledge". What is not foregrounded so far, is the larger context – linguistic and cultural – framing the TPACK. It is our contention that stereotypes can provide this contextual matrix. Stereotypes can be used to explicate a context and also provide a cross-cultural reference.

In this chapter, we propose to analyze some sample OERs for their use of culture specific/ neutral references and verbal/visual stereotypes. Adapting Hofstede's five dimensions (of Individualism, Power Distance Index, Masculinity Dimension, Uncertainty Avoidance Index and Long Term Orientation), we will provide a template for a cross-cultural adaptation and generation of e-learning content.

** Submissions for Second Call short abstract deadline: September 10, 2009 **

Chapter Title: Author(s): Abstract:

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