‘Daddy should search for help on Google instead of swearing … ’: escaping the boundaries of technologically mediated learning

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Learning Media and Technology Pub Date : 2023-09-04 DOI:10.1080/17439884.2023.2249812

Annamária Neag, S. Healy

引用次数: 1

Abstract

ABSTRACT Affectively charged social media exchanges pertaining to remote schooling in Hungary during the early stages of the pandemic provided unique insights into dispositions towards technologically mediated learning. In this article, we explore how parents and teachers responded to the increased porosity, mobility, and visibility of classroom interactions during pandemic-related school closures. We wanted to know what emotive responses to the intensification of digital media use in the home revealed about boundaries of learning in Hungary. Data were gathered with SentiOneTM’s AI-based social listening tool and analysed by coupling an attunement to affect with a multimodal analytic. We found a lack of shared understanding of what technologically mediated learning from home entails placed boundaries of learning under threat. To enable shared understandings and strengthen trust between students, teachers, and parents, we propose protected spaces that escape public scrutiny for joint digital practices to evolve.

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“爸爸应该在谷歌上搜索帮助，而不是咒骂……”:逃避技术中介学习的界限

在大流行的早期阶段，匈牙利与远程教育有关的有效的社交媒体交流为技术媒介学习的倾向提供了独特的见解。在本文中，我们探讨了在与大流行相关的学校关闭期间，家长和教师如何应对课堂互动的孔隙度、流动性和可见性增加。我们想知道，在匈牙利，家庭中数字媒体使用的加剧所带来的情绪反应揭示了学习的界限。数据是用SentiOneTM的基于人工智能的社交倾听工具收集的，并通过多模态分析耦合调谐来分析影响。我们发现，由于缺乏对以技术为媒介的在家学习的共同理解，学习的界限受到了威胁。为了促进学生、教师和家长之间的共同理解和加强信任，我们提出了逃避公众监督的保护空间，以促进联合数字实践的发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning Media and Technology EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

11.40

自引率

14.50%

发文量

期刊介绍： Learning, Media and Technology aims to stimulate debate on digital media, digital technology and digital cultures in education. The journal seeks to include submissions that take a critical approach towards all aspects of education and learning, digital media and digital technology - primarily from the perspective of the social sciences, humanities and arts. The journal has a long heritage in the areas of media education, media and cultural studies, film and television, communications studies, design studies and general education studies. As such, Learning, Media and Technology is not a generic ‘Ed Tech’ journal. We are not looking to publish context-free studies of individual technologies in individual institutional settings, ‘how-to’ guides for the practical use of technologies in the classroom, or speculation on the future potential of technology in education. Instead we invite submissions which build on contemporary debates such as: -The ways in which digital media interact with learning environments, educational institutions and educational cultures -The changing nature of knowledge, learning and pedagogy in the digital age -Digital media production, consumption and creativity in educational contexts -How digital media are shaping (and being shaped by) educational practices in local, national and global contexts -The social, cultural, economic and political nature of educational media and technology -The ways in which digital media in education interact with issues of democracy and equity, social justice and public good. Learning, Media and Technology analyses such questions from a global, interdisciplinary perspective in contributions of the very highest quality from scholars and practitioners in the social sciences, communication and media studies, cultural studies, philosophy, history as well as in the information and computer sciences.