Looking beyond learning: notes towards the critical study of educational technology.
This paper makes a case for academic research and writing that looks beyond the learning potential of technology and, instead, seeks to develop social scientific accounts of the often compromised and constrained realities of education technology use 'on the ground'. The paper discusses how this 'cri...
| Publicado en: | Journal of Computer Assisted Learning Vol. 26; no. 1; pp. 65 - 74 |
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| Autor principal: | |
| Formato: | Journal Article |
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Wiley-Blackwell
Feb2010
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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=105119867&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105119867 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2010 vid: 26 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105119867 105119867 2010535161 10.1111/j.1365-2729.2009.00338.x 105119867 ppf: 65 ppct: 9 formats: tig: atl: Looking beyond learning: notes towards the critical study of educational technology. aug: au: Selwyn N sug: subj: Educational Technology Psychosocial Factors Educational Technology Utilization Learning Methods Computer-Assisted Instruction Curriculum Educational Technology Evaluation ab: This paper makes a case for academic research and writing that looks beyond the learning potential of technology and, instead, seeks to develop social scientific accounts of the often compromised and constrained realities of education technology use 'on the ground'. The paper discusses how this 'critical' approach differs from the ways that educational technology scholarship has tended to be pursued to date. These differences include viewing technology as being socially constructed and negotiated rather than imbued with pre-determined characteristics; developing objective and realistic accounts of technology use in situ; and producing 'context rich' analyses of the social conflicts and politics that underpin the use of technology in educational settings. The paper concludes by encouraging academic researchers and writers to show greater interest in the issues of democracy and social justice that surround educational technology. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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