Towards a Theory of Socio-technical Interactions

Authors:
Ravi K. Vatrapu
Affiliations:
Center for Applied ICT (CAICT), Copenhagen Business School, Frederiksberg, Denmark 2000
Venue:
EC-TEL '09 Proceedings of the 4th European Conference on Technology Enhanced Learning: Learning in the Synergy of Multiple Disciplines
Year:
2009

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Abstract

Technology enhanced learning environments are characterized by socio-technical interactions. Socio-technical interactions involve individuals interacting with (a) technologies, and (b) other individuals . These two critical aspects of socio-technical interactions in technology enhanced learning environments are theoretically conceived as (a) appropriation of socio-technical affordances and (b) structures and functions of technological intersubjectivity . Briefly, socio-technical affordances are action-taking possibilities and meaning-making opportunities in an actor-environment system with reference to actor competencies and technical capabilities of the socio-technical system. Drawing from ecological psychology, formal definitions of socio-technical affordances and the appropriation of affordances are offered. Technological intersubjectivity (TI) refers to a technology supported interactional social relationship between two or more actors. Drawing from social philosophy, a definition of TI is offered. Implications for technology enhanced learning environments are discussed.