Critical Perspectives on Technology and Education by Scott Bulfin, Nicola F. Johnson, Chris Bigum

By Scott Bulfin, Nicola F. Johnson, Chris Bigum

This ebook bargains serious readings of matters in schooling and expertise and demonstrates how researchers can use severe views from sociology, electronic media, cultural experiences, and different fields to expand the "ed-tech" learn mind's eye, open up new subject matters, ask new questions, advance idea, and articulate an schedule for expert motion.

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By Scott Bulfin, Nicola F. Johnson, Chris Bigum

This ebook bargains serious readings of matters in schooling and expertise and demonstrates how researchers can use severe views from sociology, electronic media, cultural experiences, and different fields to expand the "ed-tech" learn mind's eye, open up new subject matters, ask new questions, advance idea, and articulate an schedule for expert motion.

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Leonie: There is work being done here to divide, to make boundaries, to classify? I think I am beginning to join some of the dots. But we need also to pay attention to what else is being done in each of the three papers? ’s (2002) paper are being done or enacted. Chris: And we can then ask how are they being done? Leonie: The paper maps the process the authors went through in some detail. I got a sense of a great deal of data being tidied or reduced to something that could be managed to fit into the accepted length of the discussion/methods section of a paper.

20 M Bigum and Rowan Chris: In the sample we read, the persisting interest in how to best inte- grate computers into classrooms was remarkable. Leonie: It was. It’s the how question again, which seems to be an indicator of a continuing focus on improvement. There has been some interest in questions about what and why but such questions challenge key curriculum decisions, that is, what is important to know and why? So here, I think, it would be useful to briefly outline the subset of papers we eventually chose from the ET literature and how they help us illustrate what we are trying to argue.

Theory explains practice. This chapter draws on the efforts of others who have done similar work with theory in education more generally (cf. Ball, 2006; Edwards, 2012; Thomas, 2007; Wright, 2008). The chapter builds on this work to argue for the “work” of theory to be more explicitly at the forefront of research within the field of ed-tech. It also draws upon work that has engaged in critical perspectives on the use of theory in learning technology research (Bennett & Oliver, 2011; Gunn & Steel, 2012; Selwyn, 2010, 2012).

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