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

By Scott Bulfin, Nicola F. Johnson, Chris Bigum

This e-book deals serious readings of matters in schooling and expertise and demonstrates how researchers can use severe views from sociology, electronic media, cultural reports, and different fields to expand the "ed-tech" examine mind's eye, open up new subject matters, ask new questions, advance thought, and articulate an schedule for trained motion.

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Chris: In the instances that were judged to be successes, research turned to identifying the factors that contribute to these successful outcomes. Loveless (2011), in a recent review, maps something of the history of model development in relation to pedagogy and computing technologies. Better known examples of pattern making include Siemen’s notion of connectivism (2005) and Koehler and Mishra’s (2009) Technological Pedagogical Content Knowledge (TPCK) model. Building models and their related classification schemes has been a common way to make sense of observations across a broad number of fields, as Bowker and Star (1999) put it, “to classify is human” (p.

In J. Law & J. ), Actor network theory and after (pp. 74–89). Oxford: Blackwell. Nicholls, A. V. (2009). The social life of the computer in ramingining. Unpublished PhD thesis, Charles Darwin University, Darwin. pdf Noble, D. D. (1991). The classroom arsenal: Military research, information technology and public education. London: Falmer. Pickering, A. (1995). The mangle of practice: Time, agency, and science. Chicago: University of Chicago Press. Rowan, L. (2013). ” The impact of the quest for “student satisfaction” on university academics.

In both accounts there is no initial assignation of attributes or affordances to people or things. For example, knowledge, as was the case for all the other labeled practices and things, was something that was done or performed. Both accounts explore the materiality of the practices that produces the multiple realities of the two ethnographies (Law, 2008). Sørensen’s rich account of the introduction of a virtual environment into a school arose from her noticing the already-in-place ways of knowing and doing, in the classroom, the other technologies.

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