Download Schools and Schooling in the Digital Age: A Critical by Neil Selwyn PDF
By Neil Selwyn
This ebook offers a wide-ranging and demanding exploration of a subject that lies on the middle of latest schooling. using electronic expertise is now a key characteristic of colleges and education world wide. but regardless of its prominence, know-how use is still a space of schooling that infrequently gets sustained severe awareness and notion, particularly from people who find themselves such a lot concerned and laid low with it. expertise has a tendency to be whatever that many lecturers, freshmen, mom and dad, policy-makers or even lecturers strategy as a regimen instead of reflective matter.
Tackling the broader photo, addressing the social, cultural, financial, political and advertisement features of colleges and education within the electronic age, this ebook bargains to make experience of what occurs, and what doesn't occur, whilst the electronic and the academic come jointly within the guise of colleges know-how.
In specific, the e-book examines modern education when it comes to social justice, equality and participatory democracy. trying to re-politicise an more and more depoliticised sector 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 types colleges and education within the electronic age might, and will, take.
This is the correct quantity for somebody attracted 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 know-how use an idea for his or her personal instructing and learning.
Read or Download Schools and Schooling in the Digital Age: A Critical Analysis (Foundations and Futures of Education) PDF
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Extra info for Schools and Schooling in the Digital Age: A Critical Analysis (Foundations and Futures of Education)
Example text
A host of research studies have shown that students’ uses of technology at home and in the community are almost always ‘richer’ than those uses inside schools. These differences are apparent in the quality as well as the quantity of technology use – with home use of digital technologies seen to involve a rich and fluid process of multi-tasking, as opposed to the ‘one task at a time’ approach favoured in schools. In this sense school students are described increasingly as facing a regulated and constrained set of digital experiences when inside their schools which are limited in terms of resources, relevance, time and support.
E. 78). Whereas a distinct resistance to information technologies in some segments of the educational community may have existed during the 1980s and 1990s, most academics and practitioners have now moved beyond a disinterested acceptance of digital technology to a deep-rooted and widely held belief in the inherent benefits of technology for education. As such, digital technology use has now achieved the status of an integral and institutionalised part of the fabric of contemporary education – something that barely requires thinking about, or even, acknowledging.
Revisiting the promise of digital technology and schools 21 One of the central themes for the remainder of this book, therefore, will be not to take anything that is said about digital technology and schools for granted. Indeed, as Chapter 2 will now go on to argue, the perceived benefits and advantages of schools technology are not something that the educational community can afford to take as given or see as benignly neutral. Despite the many efforts that have been made over the past thirty years or so to implement and integrate digital technologies into schools and schooling, many of the claims and presumptions made on the part of digital technology have simply not come to fruition.