Critical Perspectives on Technology and Education.

By: Bulfin, ScottContributor(s): Johnson, Nicola F | Bigum, ChrisMaterial type: TextTextSeries: eBooks on DemandDigital Education and Learning: Publisher: Basingstoke : Palgrave Macmillan, 2015Description: 1 online resource (281 p.)ISBN: 9781137385451Subject(s): Education -- Effect of technological innovations on | Educational innovations | Educational technologyGenre/Form: Electronic books.Additional physical formats: Print version:: Critical Perspectives on Technology and EducationDDC classification: 371.33 LOC classification: LB1028.3 .C757 2015Online resources: Click here to view this ebook.
Contents:
Cover -- Title -- Copyright -- Contents -- List of Illustrations -- Series Foreword -- Acknowledgments -- CHAPTER 1 Critical Is Something Others (Don't) Do: Mapping the Imaginative of Educational Technology -- CHAPTER 2 Gorillas in Their Midst: Rethinking Educational Technology -- CHAPTER 3 The Work of Theory in Ed-Tech Research -- CHAPTER 4 Extending Understandings of Educational Technology: Teachers' Critiques of Educational Technology as Important Intel -- CHAPTER 5 Digital Play: What Do Early Childhood Teachers See?
CHAPTER 6 Youth Breaking New "Ground": Iconicity and Meaning Making in Social Media -- CHAPTER 7 The Scripted Sandbox: Children's Gameplay and Ludic Gendering -- CHAPTER 8 The (Mis)Use of Community of Practice: Delusion, Confusion, and Instrumentalism in Educational Technology Research -- CHAPTER 9 Researching with Heart in Ed-Tech: What Opportunities Does the Socially Indeterminate Character of Technological Arti -- CHAPTER 10 Teaching the "Other": Curriculum "Outcomes" and Digital Technology in the Out-of-School Lives of Young People
CHAPTER 11 Translocalization in Digital Writing, Orders of Literacy, and Schooled Literacy -- CHAPTER 12 The Lake Highlands One-to-One Laptop Initiative: NCLB, Drill and Practice and the Formation of a Relational Network -- CHAPTER 13 The Global and the Local: Taking Account of Context in the Push for Technologization of Education -- CHAPTER 14 Technology and Education-Why It's Crucial to be Critical -- Notes on Contributors -- Index
Summary: Critical Perspectives on Technology and Education shows how researchers working in the area of technology and education can use critical perspectives to broaden the ""ed-tech"" research imagination, opening up new topics, asking new questions, developing theory and articulating an agenda for informed action.
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LB1028.3 .C757 2015 (Browse shelf) http://uttyler.eblib.com/patron/FullRecord.aspx?p=1986738 Available EBL1986738

Cover -- Title -- Copyright -- Contents -- List of Illustrations -- Series Foreword -- Acknowledgments -- CHAPTER 1 Critical Is Something Others (Don't) Do: Mapping the Imaginative of Educational Technology -- CHAPTER 2 Gorillas in Their Midst: Rethinking Educational Technology -- CHAPTER 3 The Work of Theory in Ed-Tech Research -- CHAPTER 4 Extending Understandings of Educational Technology: Teachers' Critiques of Educational Technology as Important Intel -- CHAPTER 5 Digital Play: What Do Early Childhood Teachers See?

CHAPTER 6 Youth Breaking New "Ground": Iconicity and Meaning Making in Social Media -- CHAPTER 7 The Scripted Sandbox: Children's Gameplay and Ludic Gendering -- CHAPTER 8 The (Mis)Use of Community of Practice: Delusion, Confusion, and Instrumentalism in Educational Technology Research -- CHAPTER 9 Researching with Heart in Ed-Tech: What Opportunities Does the Socially Indeterminate Character of Technological Arti -- CHAPTER 10 Teaching the "Other": Curriculum "Outcomes" and Digital Technology in the Out-of-School Lives of Young People

CHAPTER 11 Translocalization in Digital Writing, Orders of Literacy, and Schooled Literacy -- CHAPTER 12 The Lake Highlands One-to-One Laptop Initiative: NCLB, Drill and Practice and the Formation of a Relational Network -- CHAPTER 13 The Global and the Local: Taking Account of Context in the Push for Technologization of Education -- CHAPTER 14 Technology and Education-Why It's Crucial to be Critical -- Notes on Contributors -- Index

Critical Perspectives on Technology and Education shows how researchers working in the area of technology and education can use critical perspectives to broaden the ""ed-tech"" research imagination, opening up new topics, asking new questions, developing theory and articulating an agenda for informed action.

Description based upon print version of record.

Author notes provided by Syndetics

Glenn Auld, Deakin University, AustraliaRachel Buchanan, University of Newcastle, AustraliaSusan Edwards, Australian Catholic University, AustraliaSue Grieshaber, Hong Kong Institute of Education, Hong KongMichael Henderson, Monash University, AustraliaKathryn Holmes, University of Newcastle, AustraliaGlynda Hull, University of California, Berkeley, USADimitrios Koutsogiannis, Aristotle University of Thessaloniki, GreeceJulianne Lynch, Deakin University, AustraliaAna Mantilla, Australian Catholic University, AustraliaStacy Marple, See Change Evaluation, USAMark Evan, Kanda University of International Studies, JapanJoce Nuttall, Australian Catholic University, AustraliaJoanne Orlando, University of Western Sydney, AustraliaNicola Pallitt, University of Cape Town, South Africa Greg Preston, University of Newcastle, AustraliaLeonie Rowan, Griffith University, AustraliaNeil Selwyn, Monash University, AustraliaKylie Shaw, University of Newcastle, AustraliaDavid Shutkin, John Carroll University, USAMarion Walton, University of Cape Town, South Africa Elizabeth Wood, University of Sheffield, UK

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