Academia.eduAcademia.edu

Outline

Title
References

Edges, exponentials & education: disenthralling the digital

Profile image of Chris BigumChris Bigum

2012

Related papers

Critical Is Something Others (Don’t) Do: Mapping the Imaginative of Educational Technology
Nicola Johnson

Critical Perspectives on Technology and Education, 2015

View PDFchevron_right
Philosophy of technology and education: An invitation to inquiry
Yvoj Gallego

Illinois State University: Available WWW:[http:// …, 1994

My aim in this brief discussion is to make explicit the ontologies undergirding the various ways in which technology is discussed in a representative sampling of the contemporary critical literature in education, and by doing so to offer an idiom for discussing a set of issues both pressing yet beset by confusion. When I say "critical" I mean to include those discussions with some reflective component, that is, those at least on some level addressing what technology is in its essence and how, in an ethical sense, educators ought to approach it. By doing this I mean to exclude from explicit consideration the vast majority of published work on educational technology, namely, narrow technical discussions of how to use particular devices, as well as those restricted to studying the effects of an educational tool or technique in some setting or other. These technical discussions, by and large, contain no account of technology as such, nor do they offer anything of significant prescriptive import. Like a manufacturer's guide on how to install and troubleshoot a washing machine, such discussions -quite sensibly, given their purpose -assume as unproblematic the end to which the tool is put while also bracketing the most basic questions about what constitutes a machine for washing (let alone what constitutes a machine), whether or not we ought to engage in washing at all, and what, in the end, is washing itself.

View PDFchevron_right
Technology and Curriculum: Shadows and Machines
David Lewkowich

McGill Journal of Education, 2012

The influence of technology in today’s classroom is undeniably ubiquitous and scattered, and though the practice of conceptualizing technological application emerges from within an already contested and highly politicized field of human relations, when approached in the context of curriculum, this contestation takes on new significance. In this paper, I construct a claim that, when introduced into the sphere of education, technology brings its own curricular shadows. I argue that while certain technologies seem to place restrictions on a learner’s capacity for expression and experimentation, these restrictions are by no means absolute or immovable, and that to think through technology aesthetically is to posit the presence of alternative possibilities and meanings. The performative potential of technology is here considered as within a dialogue with the curriculum-as-lived-experience, where learning necessarily exclaims its ambiguity as a forever-fluctuating relationality. LA TECHNOLOGIE ET LES PROGRAMMES: OMBRES ET MACHINES De nos jours, l’influence de la technologie au sein des classes est indéniablement perméable et répandue. L’utilisation d’applications technologiques conceptuelles émerge d’un domaine des relations humaines largement politisé et déjà contesté. Cependant, cette contestation, lorsqu’étudiée dans le contexte des programmes, prend un tout nouveau sens. Dans cet article, j’énonce que la technologie, une fois introduite dans la sphère éducationnelle, crée des zones ombres sur le programme. Je soutiens que, même si certaines technologies semblent restreindre la capacité de l’apprenant à s’exprimer et expérimenter, ces restrictions ne sont en aucun cas absolues et inébranlables. En fait, considérer la technologie de manière esthétique équivaut à postuler l’existence de possibilités et sens alternatifs. Le potentiel performant de la technologie est considéré ici comme faisant partie d’un dialogue avec le programme comme expérience vécue, au cœur de laquelle l’apprentissage exprime son ambiguïté comme relation toujours fluctuante.

View PDFchevron_right
Towards a sociology of education and technology
Keri Facer
View PDFchevron_right
» New Information Technologies and the Ambiguous Future of Schooling–Some Possible Scenarios «i Hargreaves et al (eds.): International Handbook of …
Chris Bigum

1998

View PDFchevron_right
The sociology of education and digital technology: past, present and future
Keri Facer

Oxford Review of Education, 2014

During the past fifteen years of his career, John Furlong's research and writing has focusedin part-on digital technologies and people's everyday experiences of education. While hardly a technology expert, John's work has shown an acute awareness of the significance of computers, the internet and mobile telephony in making sociological sense of education. This paper contrasts the limited visibility of such issues within the sociology of education over the past thirty years with how the present situation appears to be improving during the 2010s. The paper also identifies opportunities for future work that engages more in the co-production, development and design of new forms of educational technology. As such it is concluded that a future sociology of education and technology needs to be developed that acts not only against, but also in and beyond, the dominant field of education technology.

View PDFchevron_right
Review of Petar Jandrić (2017). Learning in the Age of Digital Reason. Rotterdam: Sense. 406 pp. ISBN 9789463510752 (Paperback)
Julia Mañero

Postdigital Science and Education, 2019

View PDFchevron_right
Technology and Schooling
Karen Swan

This chapter considers the latest cycle in the technology and schooling saga, the one involving digital technologies. This cycle began in the early 1970s with educational applications running on mainframe computers and continues today with innovations involving the Internet and a variety of mobile and wireless technologies. In many ways, computer technologies differ from their 20th century predecessors -- they are intrinsically interactive; they integrate a variety of media forms; they are not confined to linear presentations; they are malleable; and so on -- which has led many proponents of computers in schools to argue that digital technologies have the potential to revolutionize education on a scale comparable to that achieved by the invention of printing. And yet, schooling remains the only knowledge-intensive arena in today’s society in which digital technologies do not play an integral part. The first section of this chapter considers why this is the case, and explores issues concerned with whether computer technologies (should) have any important role to play in schooling. The second section considers debates around what sorts of significant roles digital technologies might play in schools and schooling. These first two sections explore major and ongoing issues that have been debated since computers were first introduced in classrooms. The remaining section addresses some of the major debates emerging around technology and schooling today.

View PDFchevron_right
Telling Tales on Technology: qualitative studies of technology and education
Neil Selwyn

2002

View PDFchevron_right
Schools and computers: Tales of a digital romance
Chris Bigum

2012

This chapter is concerned with the way schools and school systems in the over-developed world have come to terms with computers and related technologies and, particularly, recurring patterns in terms of how schools' relationships with computers are considered and evaluated. The patterns I will describe are quite remarkable in that they have repeated over the past 30 years, and, as I will argue, will likely continue into the future.

View PDFchevron_right

References (43)

  1. Bigum, C., & Rowan, L. (2009). Renegotiating Knowledge Relationships in Schools. In S. E. Noffke, & B. Somekh (Eds.), The SAGE handbook of Educational Action Research (pp. 102-109). Los Angeles: Sage.
  2. Bower, J. L., & Christensen, C. M. (1995). Disruptive Technologies: Catching the Wave. Harvard Business Review, 73(1), 43-53.
  3. Callon, M. (1986). Some Elements of a Sociology of Translation: Domestication of the Scallops and the Fishermen of St. Brieuc Bay. Sociological Review Monograph, 32, 196-233.
  4. Christensen, C. M. (1997). The innovator's dilemma : when new technologies cause great firms to fail (The management of innovation and change series). Boston, Mass.: Harvard Business School Press.
  5. Christensen, C. M., Horn, M. B., & Johnson, C. W. (2011). Disrupting class : how disruptive innovation will change the way the world learns (Updated and expanded new ed.). New York: McGraw-Hill.
  6. Christensen, C. M., & Raynor, M. E. (2003). The innovator's solution : creating and sustaining successful growth. Boston, Mass.: Harvard Business School Press. Committee for the Workshops on Computational Thinking (2011). Report of a Workshop on The Scope and Nature of Computational Thinking. Washington, D.C.: The National Academies Press.
  7. Constable, R. L. (2007). Transforming the Academy: Knowledge Formation in the Age of Digital Information. PhysicaPlus(9), np.
  8. Cuban, L. (2001). Oversold and underused: computers in the classroom. Cambridge, Ma.: Harvard University Press.
  9. Danneels, E. (2004). Disruptive Technology Reconsidered: A Critique and Research Agenda. The Journal of Product Innovation Management, 21, 246-258.
  10. Fenwick, T., & Edwards, R. (2010). Actor-Network Theory in Education. London: Routledge.
  11. Gee, J. P. (2003). Power Up: What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
  12. Gee, J. P. (2005). Learning by Design: good video games as learning machines. E- Learning, 2(1), 5-16.
  13. Gorur, R. (2008). Explaining Global Policy Phenomena Using the Small and the Mundane: A Network Analysis of PISA. Australian Association for Educational Research Annual Conference, Haraway, D. (1990). A manifesto for cyborgs: science, technology, and socialist feminism in the 1980s. In L. Nicholson (Ed.). New York: Routledge.
  14. Haraway, D. (1991). The Actors Are Cyborg, Nature is Coyote, and the Geography is Elsewhere: Postscript to "Cyborgs at Large". In C. Penley, & A. Ross (Eds.). Minneapolis: University of Minnesota Press.
  15. Haraway, D. (1997). Modest_Witness@Second_Millenium.FemaleMan©_Meets_OncoMouse™: Feminism and Technoscience. New York: Routledge.
  16. Illich, I. (1973). Deschooling Society. Harmondsworth: Penguin.
  17. Jasanoff, S. (2007). Making Order: Law and Science in Action. In E. J. Hackett, O. Amsterdamska, M. Lynch, & J. Wajcman (Eds.), The handbook of science and technology studies (3rd ed., pp. 761-786). Cambridge, Mass.: MIT Press ; Published in cooperation with the Society for the Social Studies of Science.
  18. Jensen, T. E. (2001). Performing Social Work Competence, orderings, spaces and objects. University of Copenhagen, Copenhagen.
  19. Kelly, K. (2010). What Technology Wants. New York: Penguin.
  20. Knorr-Cetina, K., & Preda, A. (2005). The sociology of financial markets. Oxford ; New York: Oxford University Press.
  21. Kurzweil, R. (1990). The age of intelligent machines. Cambridge, Mass.: MIT Press.
  22. Kurzweil, R. (1999). The age of spiritual machines : when computers exceed human intelligence. New York: Viking.
  23. Kurzweil, R. (2001). The law of accelerating returns. KurzweilAI.net, Latour, B. (1992). Where are the missing masses? Sociology of a few mundane artifacts. In W. Bijker, & J. Law (Eds.), Shaping Technology/Building Society: Studies in Sociological Change (pp. 225-258 & 309-326). Cambridge, Ma.: MIT Press.
  24. Latour, B. (1996). Aramis or The Love of Technology (C. Porter, Trans.). Cambridge, Ma: Harvard University Press.
  25. Law, J. (2004). After Method: mess in social science. London: Routledge.
  26. Law, J. (2008). Actor Network Theory and Material Semiotics. In B. S. Turner (Ed.), The New Blackwell Companion to Social Theory (pp. 141-158). Oxford: Blackwell.
  27. Lincoln, A. (1953). Annual message to Congress, concluding remarks. In R. P. Basler (Ed.), The Collected Works of Abraham Lincoln (Vol. 5). New Brunswick, N.J.: Rutgers University Press.
  28. Marvin, C. (1988). When Old Technologies Were New: Thinking About Communications in the Late Nineteenth Century. New York: Oxford University Press.
  29. Mitra, S. (2003). Minimally invasive education: a progress report on the "hole-in- the-wall" experiments. British Journal of Educational Technology, 34(3), 367-371, doi:10.1111/1467-8535.00333.
  30. Mitra, S. (2006). The hole in the wall : self-organising systems in education. New Delhi ;: New York Tata-McGraw-Hill Pub. Co. Ltd.
  31. Mol, A. (2001). The Body Multiple: Artherosclerosis in Practice. Durham, N.Ca. and London: Duke University Press.
  32. Neil, D., & Time (2007). The 50 Worst Cars of all time. Time, Noble, D. D. (1991). The Classroom Arsenal: Military Research, Information Technology and Public Education. London: The Falmer Press.
  33. Rowan, L., & Bigum, C. (2011). Reassembling the Problem of the Under- Representation of Girls in IT Courses. In A. Tatnall (Ed.), Actor-Network Theory and Technology Innovation: Advancements and New Concepts (pp. 208-222). Hershey PA: Information Science Reference.
  34. Rushkoff, D. (2010). Program or be Programmed: Ten Commands for a Digital Age. New York: OR Books.
  35. Semler, R. (1989). Managing Without Managers. Harvard Business Review, Sept- Oct(5), 76-84.
  36. Semler, R. (1993). Maverick: The Success Story Behind the World's Most Unusual Workplace. New York: Warner Books.
  37. Senge, P. (2007). The places where the new schools will emerge. Paper presented at the Australian Council for Educational Leadership Conference, Sydney, 10-12th October,
  38. Sørensen, E. (2009). The Materiality of Learning: Technology and Knowledge in Educational Practice. Cambridge: Cambridge University Press.
  39. Stevenson, M. (2011). An Optimists Tour of the Future. London: Profile Books.
  40. Thomas, D., & Brown, J. S. (2011). A New Culture of Learning: Cultivating the Imagination for a World of Constant Change. Seattle: CreateSpace.
  41. Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. New York: Basic Books.
  42. Weizenbaum, J. (1984). Computer Power and Human reason. From Judgement to Calculation. Harmondsworth, Middlesex: Penguin.
  43. Winner, L. (1985). Do Artefacts have Politics? Daedalus, 109, 121-136.

Related papers

Selwyn, N and Facer, K (2014) The Sociology of Education and Technology: past, present and possible futures, Oxford Review of Education, 40.4, 482-496,
Keri Facer

During the past 15 years of his career, John Furlong’s research and writing has focused—in part—on digital technologies and people’s everyday experiences of education. While hardly a technology expert, his work has shown an acute awareness of the significance of computers, the internet and mobile telephony in making sociological sense of education. This paper contrasts the limited visibility of such issues within the sociology of education over the past 30 years with how the present situation appears to be improving during the 2010s. The paper also identifies opportunities for future work that engages more in the co-production, development and design of new forms of educational technology. As such it is concluded that a future sociology of education and technology needs to be developed that acts not only against, but also in and beyond, the dominant field of education technology.

View PDFchevron_right
The dubious promise of educational technologies: Historical patterns and future challenges
Petar Jandrić

E-Learning and Digital Media, 2015

In this article, Larry Cuban discusses his ideas about the topic of this Special Issue of E-learning and Digital Media ‘Networked Realms and Hoped-For Futures: A trans-generational dialogue’ with one of its co-editors, Petar Jandrić. The conversation explores the historical relationships between education and information and communication technologies and draws lessons for present and future. The first part of the conversation explores methodological issues pertaining to historical thinking about schools and computers in the network society. It identifies a continued need to recognize historical patterns, including those in thought experiments, and shows that Rogers’ theory of diffusion of innovations should be supplemented by more nuanced approaches to the historical relationships between schools and computers. The second part of the conversation presents an attempt to explain historical patterns using the ancient notion of magical thinking. It explores why teachers use computers i...

View PDFchevron_right
THINKING OF (THE THEORY OF) EDUCATION FROM THE TECHNOLOGY OF OUR TIME
TEORÍA DE LA EDUCACIÓN. REVISTA INTERUNIVERSITARIA

Pensar la (teoría de la) educación, desde la tecnología de nuestro tiempo, 2021

ABSTRACT In (theory of) education we must address one question as soon as possible: how to create and think of education in keeping with the characteristics, demands and opportunities of this digital age? In this regard, after referring to the paths pedagogical research and educational practice have been following in this field, three questions are raised in the body of the article—ways of being, of experiencing the world and of creating knowledge of a subject whose relationship with the environment is medi-ated by a technology whose defining feature comes from a digital screen—which are demanding a new way of looking at education. In other words, three issues directly affected by the new scenario created by these technologies and which a (theory of) education of our times cannot ignore as that would amount to not (wanting) to see the transition occurring in ways of thinking and putting education into practice; the (theory of) education in our digital time somehow rests on or revolves around them. The article ends with a range of diverse, closely intertwined questions: epistemological, ontological, methodological, but also ethical and political, which give us a glimpse of the advisability or need to redirect thought in this field while forming a research programme; questions with sufficient potential to redirect (theory of) education research, including the very concept and meaning of educating and being educated

View PDFchevron_right
The Global and the Local: Taking Account of Context in the Push for Technologization of Education
Rachel Buchanan

Critical Perspectives on Technology and Education, 2015

View PDFchevron_right
The challenge of next generation technologies on education – are we ready?
John Schostak
View PDFchevron_right
580 California St., Suite 400
San Francisco, CA, 94104
© 2025 Academia. All rights reserved