Mapping discourses in teachers' talk about using digital texts in classrooms.
Many accounts explaining teachers' lack of engagement with new technologies in their classrooms engage with discourses that blame their lack of time, expertise, or enthusiasm. In this paper I offer an alternative reading that provides a more agentic explanation. A rhizotextual analysis is undertaken...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 31; no. 2; pp. 179 - 194 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
May2010
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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=49754236&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 49754236 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: May2010 vid: 31 iid: 2 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 49754236 10.1080/01596301003679701 ppf: 179 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 110KB tig: atl: Mapping discourses in teachers' talk about using digital texts in classrooms. aug: au: Honan, Eileen affil: School of Education, The University of Queensland, St Lucia, 4072, Queensland, Australia su: Teachers Educational technology Computer assisted instruction Effective teaching Lectures & lecturing Literacy Classrooms sug: subj: Teachers Educational technology Computer assisted instruction Effective teaching Lectures & lecturing Literacy Classrooms keyword: Deleuze digital texts literacy classrooms rhizomes rhizotextual analyses teachers' work ab: Many accounts explaining teachers' lack of engagement with new technologies in their classrooms engage with discourses that blame their lack of time, expertise, or enthusiasm. In this paper I offer an alternative reading that provides a more agentic explanation. A rhizotextual analysis is undertaken that reveals the connections between teachers' talk and the institutional and societal discourses that ascribe value and worth to particular approaches to using new technologies and their associated digital texts in literacy classrooms. These approaches involve a focus on the technical or operational skills required to use new technologies and the over-emphasis of production work when engaging with digital texts. Taking up these discourses (im)plausibly constitutes teachers as experts and professionals, rather than the more common deficit construction of them as lacking in the skills, knowledge or even creativity required to engage in more meaningful and challenging ways with the literacy resources that young people require in the twenty-first century. 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: 2010 holdings: @attributes: islocal: N |
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