Geeks, gamers, and girls: revealing diverse digital identities with membership categorisation analysis.
The 'digital imperative' of contemporary education practice is without contention; however, much learning technology research has focused on pragmatic issues such as learning design, often founded on uncritically accepted claims about 'digital natives'. This focus has come at the expense of learning...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 40; no. 6; pp. 946 - 962 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Dec2019
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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=hlh&AN=139384864&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 139384864 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: Dec2019 vid: 40 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 139384864 10.1080/01596306.2018.1457625 ppf: 946 ppct: 16 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.2MB tig: atl: Geeks, gamers, and girls: revealing diverse digital identities with membership categorisation analysis. aug: au: McLay, Katherine F. affil: School of Education, The University of Queensland, Brisbane, Australia su: Digital natives Holistic education Education research Online identities Digital media sug: subj: Digital natives Holistic education Education research Online identities Digital media keyword: digital natives learning technology research Membership categorisation analysis ontology ab: The 'digital imperative' of contemporary education practice is without contention; however, much learning technology research has focused on pragmatic issues such as learning design, often founded on uncritically accepted claims about 'digital natives'. This focus has come at the expense of learning theory. Alongside the scholarly voices calling for education research to redress this imbalance, there is increasing interest in the role played by technology not only in epistemological learning, but also in the ways technology is an identity issue. This paper explores how membership categorisation analysis opens up ways of understanding the role of technology for contemporary learner identities. Examination of student talk makes visible the diverse ways of being an iPad-using student, challenges widely-accepted constructions of contemporary learners as generationally uniform, and contributes to a more holistic conception of learning that accounts for the role played by technology in learning identity. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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