By Neil Selwyn
This ebook offers a wide-ranging and demanding exploration of an issue that lies on the center of up to date schooling. using electronic expertise is now a key characteristic of colleges and education all over the world. but regardless of its prominence, know-how use is still a space of schooling that infrequently gets sustained serious realization and suggestion, specifically from those who find themselves so much concerned and stricken by it. know-how has a tendency to be whatever that many academics, beginners, mom and dad, policy-makers or even lecturers technique as a regimen instead of reflective matter.
Tackling the broader photograph, addressing the social, cultural, monetary, political and advertisement elements of colleges and education within the electronic age, this booklet bargains to make experience of what occurs, and what doesn't ensue, whilst the electronic and the tutorial come jointly within the guise of faculties expertise.
In specific, the ebook examines modern education when it comes to social justice, equality and participatory democracy. looking to re-politicise an more and more depoliticised quarter of academic debate and research, getting down to problem the various contradictions that characterise the sphere of schooling expertise this day, the writer concludes via suggesting what varieties colleges and education within the electronic age may perhaps, and may, take.
This is definitely the right quantity for an individual drawn to the applying and use of expertise in schooling, in addition to the schooling coverage and politics that encompass it; many also will locate its cutting edge proposals for expertise use an idea for his or her personal educating and learning.
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Additional info for Schools and Schooling in the Digital Age: A Critical Analysis (Foundations and Futures of Education)
Marc Prensky (2001) and others describe adults born before 1980 as ‘digital immigrants’ who have been forced to adapt to a world of digital media after (many) years of leading ‘pre-digital’ lifestyles. Such claims imply that adults lack the technological fluency of younger generations and find the skills possessed by them unfamiliar and often foreign (Long 2005). 8) concludes: I refer to those of us who were not born into the digital world as ‘digital immigrants’. We have adopted many aspects of the technology, but just like those who learn another language later in life, we retain an ‘accent’ because we still have one foot in the past.
220). e. a set of sometimes negative responses based upon personal and social (rather than technical) issues. In this sense some teachers’ reactions to using digital technology in their teaching may be based around an emotional or moral response to the welfare of their students and the integrity of their learning. 68). It is suggested, for example, that many teachers have a vested interest in maintaining arrangements and structures that ensure their employment and financial security, and not altering arrangements that may destabilise or subvert their authority, status and control in the classroom.
At worst such thinking leads to an unhelpful set of rejectionist conclusions where schools and schooling are branded irrelevant to contemporary digital society. As will be discussed in more detail throughout this book, a distinct rejectionist line of thinking underpins much discussion and writing about educational technology and school-aged learners. ). This sense of terminal incompatibility was perhaps best encapsulated in Lewis Perelman’s (1992) early observation that any attempt to The messy realities of digital technology use in schools 35 integrate computing into schools ‘makes about as much sense as integrating the internal combustion engine into the horse’.
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