In this original and thoughtful book, Govindan Parayil draws together current scholarship from disciplines ranging from history to economics to sociology as he develops a cohesive theory of technological change. Drawing on a detailed case study of the Green Revolution in Indian agriculture, Parayil convincingly argues that technological change is contingent upon the social-historical process of knowledge change.

Capitalism is the dominant economic framework in modern history, but it s unclear how it really works. Relying on the free movement and spontaneous coordination of seemingly infinitesimal market forces, its very essence is remarkably complex. Geoffrey M. Hodgson offers a more precise conceptual framework, defines the concepts involved, and illustrates that what is most important, and what has been most often overlooked, are institutions and contractsthe law. Chapter by chapter, Hodgson focuses in on how capitalism works at its very core to develop his own definitive theory of capitalism. By employing economic history and comparative analysis toward explanatory and analytical ends, Hodgson shows how capitalism is not an eternal or natural order, but indeed a relatively recent institution. If anyone were qualified to venture such a comprehensive and definitive analysis of such an important economic, legal, and social phenomenon, it is Geoffrey Hodgson. "Conceptualizing Capitalism" will significantly alter and carry forward our understanding of markets and how they work."

e-Learning Ecologies explores transformations in the patterns of pedagogy that accompany e-learning—the use of computing devices that mediate or supplement the relationships between learners and teachers—to present and assess learnable content, to provide spaces where students do their work, and to mediate peer-to-peer interactions. Written by the members of the "new learning" research group, this textbook suggests that e-learning ecologies may play a key part in shifting the systems of modern education, even as technology itself is pedagogically neutral. The chapters in this book aim to create an analytical framework with which to differentiate those aspects of educational technology that reproduce old pedagogical relations from those that are genuinely innovative and generative of new kinds of learning. Featuring case studies from elementary schools, colleges, and universities on the practicalities of new learning environments, e-Learning Ecologies elucidates the role of new technologies of knowledge representation and communication in bringing about change to educational institutions.

This book develops new theoretical perspectives on the economics and politics of innovation and knowledge in order to capture new trends in modern capitalism. It shows how giant corporations establish themselves as intellectual monopolies and how each of them builds and controls its own corporate innovation system. It presents an analysis of a new form of production where Google, Amazon, Facebook, Apple and Microsoft, and their counterparts in China, extract value and appropriate intellectual rents through privileged access to AI algorithms trained by data from organizations and individuals all around the world. These companies’ specific form of production and rent-seeking takes place at the global level and challenges national governments trying to regulate intellectual monopolies and attempting to build stronger national innovation systems. It is within this context that the authors provide new insights on the complex interplay between corporate and national innovation systems by looking at the US-China conflict, understood as a struggle for global technological supremacy. The book ends with alternative scenarios of global governance and advances policy recommendations as well as calls for social activism. This book will be of interest to students, academics and practitioners (both from national states and international organizations) and professionals working on innovation, digital capitalism and related topics.

This book addresses the issues confronting educators in the integration of digital technologies into their teaching and their students’ learning. Such issues include a skepticism of the added value of technology to educational learning outcomes, the perception of the requirement to keep up with the fast pace of technological innovation, a lack of knowledge of affordable educational digital tools and a lack of understanding of pedagogical strategies to embrace digital technologies in their teaching. This book presents theoretical perspectives of learning and teaching today’s digital students with technology and propose a pragmatic and sustainable framework for teachers’ professional learning to embed digital technologies into their repertoire of teaching strategies in a systematic, coherent and comfortable manner so that technology integration becomes an almost effortless pedagogy in their day-to-day teaching. The materials in this book are comprised of original and innovative contributions, including empirical data, to existing scholarship in this field. Examples of pedagogical possibilities that are both new and currently practised across a range of teaching contexts are featured. ​

Mobile phones are close to ubiquitous in developing countries; Internet and broadband access are becoming commonplace. Information and communication technologies (ICTs) thus represent the fastest, broadest and deepest technical change experienced in international development. They now affect every development sector – supporting the work of hundreds of millions of farmers and micro-entrepreneurs; creating millions of ICT-based jobs; assisting healthcare workers and teachers; facilitating political change; impacting climate change; but also linked with digital inequalities and harms – with the pace of change continuously accelerating. Information and Communication Technology for Development (ICT4D) provides the first dedicated textbook to examine and explain these emerging phenomena. It will help students, practitioners, researchers and other readers understand the place of ICTs within development; the ICT-enabled changes already underway; and the key issues and interventions that engage ICT4D practice and strategy. The book has a three-part structure. The first three chapters set out the foundations of ICT4D: the core relation between ICTs and development; the underlying components needed for ICT4D to work; and best practice in implementing ICT4D. Five chapters then analyse key development goals: economic growth, poverty eradication, social development, good governance and environmental sustainability. Each chapter assesses the goal-related impact associated with ICTs and key lessons from real-world cases. The final chapter looks ahead to emerging technologies and emerging models of ICT-enabled development. The book uses extensive in-text diagrams, tables and boxed examples with chapter-end discussion and assignment questions and further reading. Supported by online activities, video links, session outlines and slides, this textbook provides the basis for undergraduate, postgraduate and online learning modules on ICT4D.

Postphenomenology is a fascinating investigation of the relationships between global culture and technology. The impressive range of subjects to which Don Ihde applies his skill as a phenomenologist is unified by what he describes as "a concern which arises with respect to one of the now major trends of Euro-American philosophy--its textism." He adds, "I show my worries to be less about the loss of subjects or authors, than I do about [there] not being bodies or perceivers."