Definition and Context

Connective Technologies (in Education) refers to Internet and Web-based technologies that enable broader learning and thinking experiences through global connections. According to Steve Hargadon's "A Global Education Declaration" presented at the 2013 Global Education Conference, these technologies represent tools that "dramatically shift personal and community capacity" and facilitate learning opportunities that transcend traditional geographical and cultural boundaries.

Technological Foundation

Hargadon identifies connective technologies as part of the broader phenomenon where "Internet technologies have dramatically increased the global connectedness of individuals and cultures." He specifically emphasizes the "creation and sharing technologies of the Internet and the Web" as transformative forces that fundamentally alter educational possibilities and community capacity building.

Educational Philosophy and Global Context

The framework for connective technologies in education emerges from Hargadon's observation that "the world increasingly is our classroom" and that we live in an increasingly "flat" world. This perspective positions educational technology not merely as tools for individual learning, but as instruments for addressing the reality that "we increasingly work in geographically and culturally interconnected ways."

Core Educational Values

Hargadon's framework affirms several key principles underlying the use of connective technologies in education:

• Universal Learning Access: Supporting "learning opportunities for all people generally" and "wholesome and healthy learning opportunities for all children"
• Diversity Recognition: The importance of supporting "the variety and uniqueness of learners, teachers, cultures, and circumstances"
• Intellectual Freedom: Affirming "the importance of independent intellectual inquiry and thought"
• Broader Experiences: The specific value of connective technologies in providing "broader learning and thinking experiences"

Global Learning Framework

Central to Hargadon's conception is the recognition of multiple interconnected rationales for global education through connective technologies. He argues that these technologies are essential because people are simultaneously "citizens of our individual nations and also part of a larger human family." The framework acknowledges that "global understanding, empathy, and compassion depend and are built on communication, shared experiences, and relationships"

• all of which connective technologies can facilitate.

Practical Applications and Benefits

Hargadon identifies "individual, cultural, and worldwide benefits of students learning about, from, and with peoples from around the world." This tri-level benefit structure suggests that connective technologies serve multiple stakeholders simultaneously, creating value at personal, community, and global scales.

The declaration emphasizes the practical importance of helping "students, teachers, administrators, parents, and all others to connect globally and to learn from each other," positioning connective technologies as tools for comprehensive educational community engagement rather than student-only applications.

Problem-Solving Orientation

The framework positions connective technologies as responses to contemporary global challenges. Hargadon notes that "complex worldwide problems need collaborative, cooperative, and intelligent solutions," and that current global issues include "wars, conflicts, abuse, slavery, misinformation, and other forms of oppression" that "both exist and also exert powerful influences." Connective technologies thus serve not only educational goals but also broader social and political objectives.

Ecological and Resource Considerations

Hargadon's framework incorporates environmental awareness, recognizing that "we are interconnected physically and our ecological and resource-use decisions impact others" in "a world which appears to be increasingly fragile." This positions connective technologies as tools for developing environmental consciousness and understanding global interdependence.

Implementation Commitment

The declaration concludes with a commitment to action, expressing "appreciation for those who provide opportunities for such global learning activities" and devoting effort "to furthering the cause of global education." This suggests that connective technologies require not just technical implementation but community support and dedicated advocacy for their educational applications.

Contemporary Relevance

Hargadon's framework reflects the recognition that traditional educational boundaries are increasingly insufficient for preparing learners for contemporary realities. The concept of connective technologies in education thus represents both a technological category and an educational philosophy emphasizing global citizenship, cross-cultural understanding, and collaborative problem-solving through digital connectivity.