Book contents
- The Cambridge Handbook of Technology in Language Teaching and Learning
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Technology in Language Teaching and Learning
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Abbreviations
- Part I Laying the Foundations
- Part II Environments
- Part III Tools
- Part IV Social Aspects
- Part V Practice
- 18 Learner Training
- 19 Digital Media and Interculturality
- 20 Literacies for Teaching
- 21 Overcoming Teacher Resistance
- 22 Online Communities for Teachers
- 23 Task-Based Language Teaching
- Part VI Language Skills and Areas
- Glossary
- Index
- References
19 - Digital Media and Interculturality
from Part V - Practice
Published online by Cambridge University Press: 15 June 2025
Book contents
- The Cambridge Handbook of Technology in Language Teaching and Learning
- Cambridge Handbooks in Language and Linguistics
- The Cambridge Handbook of Technology in Language Teaching and Learning
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Abbreviations
- Part I Laying the Foundations
- Part II Environments
- Part III Tools
- Part IV Social Aspects
- Part V Practice
- 18 Learner Training
- 19 Digital Media and Interculturality
- 20 Literacies for Teaching
- 21 Overcoming Teacher Resistance
- 22 Online Communities for Teachers
- 23 Task-Based Language Teaching
- Part VI Language Skills and Areas
- Glossary
- Index
- References
Summary
This chapter draws on digital media created in and for the Australian context to show how dimensions of interculturality as a process can be manifested in contexts of teaching and learning through the creation and playing of Indigenous cultural games. It outlines four cultural design approaches that not only bring into creation interculturally produced digital media that students can engage in but are also exceptional exemplars of digital media that engage students in developing their own intercultural understandings through exploration and discussion with educators and peers. Through these examples, the chapter aims to show (1) the importance of understanding “culture” or the “intercultural” as dynamic and relational, not as something that is pre-established and “out there”; and (2) the affordances and constraints of digital technologies in engaging teachers and learners in experiencing interculturality.
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- Publisher: Cambridge University PressPrint publication year: 2025
References
References
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Further Reading
This book offers a contemporary view of the “intercultural” and a useful framework to explore theoretical and methodological issues related to interculturality.
This book helps educators learn about Aboriginal and Torres Strait Islander perspectives and practice-based strategies for including Indigenous voices in their classrooms.
This article discusses useful dimensions and processes that researchers and game designers need to consider when attempting to create a culturally sound and culturally centered game. It also offers an Indigenous cultural framework for developing cultural-centered games.
Dervin, F. (2016). Interculturality in education: A theoretical and methodological toolbox. Palgrave.CrossRefGoogle Scholar
Harrison, N. E., & Sellwood, J. (2016). Learning and teaching in Aboriginal and Torres Strait Islander education. Oxford University Press.Google Scholar
Loban, R. (2021b). Torres Strait Virtual Reality: A reflection on the intersection between culture, game design and research. Games and Culture, 17(3), 1–17. https://doi.org/10.1177/15554120211020383Google Scholar
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