We are the Division of Culture, Learning and Technology (hereafter CLT) of the Association for Educational Communications and Technology (hereafter AECT).
The following is how we define the major thrust of our division:
"Culture is a fuzzy set of basic assumptions and values, orientations to life, beliefs, policies, procedures and behavioural conventions that are shared by a group of people, and that influence (but do not determine) each member’s behaviour and his/her interpretations of the ‘meaning’ of other people’s behaviour" (Spencer-Oatey, 2008, p. 3)
“Culture should be regarded as the set of distinctive spiritual, material, intellectual and emotional features of society or a social group, and that it encompasses, in addition to art and literature, lifestyles, ways of living together, value systems, traditions and beliefs” (UNESCO, 2001).
UNESCO (2001). UNESCO Universal Declaration on cultural diversity. Paris: UNESCO.
Learning is a change in attitudes, skills and attitudes as a result of experience, study or being taught. it may be formal or informal, intentional or incidental.
Technology is defined to include both process and product technology (Reiser, 2001a; 2001b). Product technologies include the tools and artifacts, or media, which most people readily recognize as technologies, while process technologies include the strategies, models and methods that guide the design and development of instruction and use of product technologies.
The purpose of CLT is to represent those members of AECT who are interested in issues at the intersection of culture, learning, and technology.
The function of CLT is to create a professional community for its members. CLT members have the opportunity to share professional experiences and learn from the experts in the field. CLT will use online discussion, conferences meetings and workshops.
The CLT Division focuses on intersections and syntheses of culture, learning, and technology with particular emphases on championing inclusiveness and equity for the entire spectrum of human identification from individual, organizational, and behavioral contexts. These contexts include self-identification as well as societal identification that may infl uence one’s experience with technology and learning .