Critical is something others (don't) do: mapping the imaginative of educational technology
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Author(s)
Bigum, Chris
Bulfin, Scott
Johnson, Nicola F.
Griffith University Author(s)
Year published
2015
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This book is an outcome of a provocation paper1 prepared by Neil Selwyn (2012) for a conference concerned with critical perspectives on learning with new media. In his paper, Selwyn argued that <<Education and technology could be classed as an area of scholarship whose time is yet to come … As an area of academic study, education and technology is populated by a transient ragbag of individuals hailing from the learning sciences, social psychology, computer science, teacher education, media studies, sociology and beyond. As such, this is a “mongrel” area of scholarship that suffers from the absence of any long-term collective ...
View more >This book is an outcome of a provocation paper1 prepared by Neil Selwyn (2012) for a conference concerned with critical perspectives on learning with new media. In his paper, Selwyn argued that <<Education and technology could be classed as an area of scholarship whose time is yet to come … As an area of academic study, education and technology is populated by a transient ragbag of individuals hailing from the learning sciences, social psychology, computer science, teacher education, media studies, sociology and beyond. As such, this is a “mongrel” area of scholarship that suffers from the absence of any long-term collective obligation amongst its participants to develop their “(non)field” of study into anything more than the sum of its parts. (p. 6)>>
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View more >This book is an outcome of a provocation paper1 prepared by Neil Selwyn (2012) for a conference concerned with critical perspectives on learning with new media. In his paper, Selwyn argued that <<Education and technology could be classed as an area of scholarship whose time is yet to come … As an area of academic study, education and technology is populated by a transient ragbag of individuals hailing from the learning sciences, social psychology, computer science, teacher education, media studies, sociology and beyond. As such, this is a “mongrel” area of scholarship that suffers from the absence of any long-term collective obligation amongst its participants to develop their “(non)field” of study into anything more than the sum of its parts. (p. 6)>>
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Book Title
Critical perspectives on technology and education
Copyright Statement
© Scott Bulfin, Nicola F. Johnson, and Chris Bigum 2015. Published by Palgrave Macmillan. This is the author-manuscript version of this paper. It is reproduced here in accordance with the copyright policy of the publisher. Please refer to the publisher’s website for further information.
Subject
Educational Technology and Computing