Critical Perspectives on Technology and Education by Scott Bulfin, Nicola F. Johnson, Chris Bigum

By Scott Bulfin, Nicola F. Johnson, Chris Bigum

This ebook deals serious readings of matters in schooling and know-how and demonstrates how researchers can use serious views from sociology, electronic media, cultural reports, and different fields to expand the "ed-tech" learn mind's eye, open up new subject matters, ask new questions, improve concept, and articulate an schedule for trained motion.

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P. 1 showcase a random selection of responses from survey respondents listing the main theoretical approaches used within their research, and also the perceived appeal and strengths. The table demonstrates a wide range of intriguing approaches to theory and to the use of theory within ed-tech research. It also points to the diversity and variety of those involved in ed-tech research and that many respondents draw on a number of theoretical approaches. Returning to the data analysis, some respondents either did not state or were unable to state why they do use or do not use theories in their research.

The term critical appears to have been something of a flag to the ET as an approach that misses the much more important task of figuring out how to improve teaching and learning. Critical approaches tend to focus on the “why” and “what” of teaching and learning. 22 M Bigum and Rowan Leonie: Does this mean that critical sociology is also a form of category- based analysis? Chris: In a word, yes. Critical sociologists use categories, but they tend to be of a different order than those of the ET. What characterizes the scholarship of critical sociologists are terms that point to generic influences or forces.

Noticing Representation Leonie: So, are we there yet? Is it time to put forward the alternative? Chris: Yes we are. Let’s make a brief argument about the broad kind of knowledge-making that is going on in the literature we have looked at. The research of the ET is concerned with representing the reality of what is going on in classrooms and it uses categories to aid that representation. Over time these categories and representations come to appear natural. So we don’t even particularly notice how they train us to attend to some things rather than others.

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