Instructional design or school politics? A discussion of 'orchestration' in TEL research.
This paper argues that the emphasis on orchestration as a metaphor for teaching in technology-enhanced learning ( TEL) environments, featured in recent academic discussions, is an opportunity to broaden the scope of the inquiry into educational technology. Drawing on sociological literature and rese...
| Publicado en: | Journal of Computer Assisted Learning Vol. 29; no. 3; pp. 260 - 270 |
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| Autores principales: | , |
| Formato: | Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=104264615&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 104264615 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2013 vid: 29 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 104264615 2012065562 10.1111/j.1365-2729.2012.00494.x 104264615 ppf: 260 ppct: 10 formats: tig: atl: Instructional design or school politics? A discussion of 'orchestration' in TEL research. aug: au: Perrotta, C. Evans, M.A. affil: London Knowledge Lab, Institute of Education sug: subj: Teaching Methods Technology Learning Environment Politics Vignettes ab: This paper argues that the emphasis on orchestration as a metaphor for teaching in technology-enhanced learning ( TEL) environments, featured in recent academic discussions, is an opportunity to broaden the scope of the inquiry into educational technology. Drawing on sociological literature and research that investigated the systemic factors that influence the uptake of information and communication technologies in formal and informal learning contexts, the paper contends that a focus on instructional design does insufficient justice to the complexities of actual technology use in classrooms and after-school programs. It is suggested, instead, that orchestration might better be used as a heuristic device to deepen our understandings of the relationships between power, bestowed on teachers or claimed by them through a number of strategies, educational technology, and teaching practices. The paper concludes that to fully understand this relationship and to support teachers, concern should be given equally to the existing political and cultural dynamics of TEL environments. Examples of orchestration as a political, cultural process are provided, illustrating how teachers appropriate technology and 'innovative' pedagogies to negotiate power. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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