Pub Date : 2020-06-30DOI: 10.1344/der.2020.37.269-287
C. Scolari, E. Ardévol, Óliver Pérez-Latorre, M. Masanet, N. L. Rodríguez
The emergence of new media, devices, narratives and practices has compelled media literacy scholars and professionals to review their theoretical frameworks and methodological approaches. Based on a new conception – ‘transmedia literacy’ – that moves from traditional media literacy to informal learning and participatory cultures practices, the research program behind the present article tries to understand how new generations are doing things with media outside schools and how they learnt to do the things they do. The article begins by describing the transformations of media literacy in recent years as a consequence of the mutations of the media ecology and, in that context, proposes a methodological approachfor analysing the acquisition of transmedia skills in informal learning environments by teens. The article describes, analyses and evaluates the development and initial implementation of this methodology working with teenagers in a high-school in NAME CITY. It ends with a Research Kit that includes surveys, creative workshops, interactive interviews and media diaries with teens between 12-18 years old. The article also describes the evolution of this methodological approach from its original formulation to the evaluation of the model after it was tested, and reflects on the possibilities of developing specific research devices to be applied in transnational research.
{"title":"What are teens doing with media? An ethnographic approach for identifying transmedia skills and informal learning strategies","authors":"C. Scolari, E. Ardévol, Óliver Pérez-Latorre, M. Masanet, N. L. Rodríguez","doi":"10.1344/der.2020.37.269-287","DOIUrl":"https://doi.org/10.1344/der.2020.37.269-287","url":null,"abstract":"The emergence of new media, devices, narratives and practices has compelled media literacy scholars and professionals to review their theoretical frameworks and methodological approaches. Based on a new conception – ‘transmedia literacy’ – that moves from traditional media literacy to informal learning and participatory cultures practices, the research program behind the present article tries to understand how new generations are doing things with media outside schools and how they learnt to do the things they do. The article begins by describing the transformations of media literacy in recent years as a consequence of the mutations of the media ecology and, in that context, proposes a methodological approachfor analysing the acquisition of transmedia skills in informal learning environments by teens. The article describes, analyses and evaluates the development and initial implementation of this methodology working with teenagers in a high-school in NAME CITY. It ends with a Research Kit that includes surveys, creative workshops, interactive interviews and media diaries with teens between 12-18 years old. The article also describes the evolution of this methodological approach from its original formulation to the evaluation of the model after it was tested, and reflects on the possibilities of developing specific research devices to be applied in transnational research.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46704995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-30DOI: 10.1344/der.2020.37.1-14
N. Selwyn, Selena Nemorin, Scott Bulfin, N. Johnson
This paper explores the ways in which students perceive digital technology as being helpful and/or useful to their schooling. Drawing upon survey data from students (n=1174) across three Australian high schools, the paper highlights seventeen distinct digital ‘benefits’ in domains such as information seeking, writing and composition, accessing prescribed work, scheduling and managing study tasks. While these data confirm the centrality of such technologies to students’ experiences of school, they also suggest that digital technology is not substantially changing or ‘transforming’ the nature of schools and schooling per se. Instead, students were most likely to associate digital technologies with managing the logistics of individual study and engaging with school work in distinctly teacher-led linear and passive ways. As such, it is concluded that educationalists need to temper enthusiasms for what might be achieved through digital technologies, and instead develop better understandings of the realities of students’ instrumentally-driven uses of digital technology.
{"title":"The 'obvious' stuff: exploring the mundane realities of students' digital technology use in school","authors":"N. Selwyn, Selena Nemorin, Scott Bulfin, N. Johnson","doi":"10.1344/der.2020.37.1-14","DOIUrl":"https://doi.org/10.1344/der.2020.37.1-14","url":null,"abstract":"This paper explores the ways in which students perceive digital technology as being helpful and/or useful to their schooling. Drawing upon survey data from students (n=1174) across three Australian high schools, the paper highlights seventeen distinct digital ‘benefits’ in domains such as information seeking, writing and composition, accessing prescribed work, scheduling and managing study tasks. While these data confirm the centrality of such technologies to students’ experiences of school, they also suggest that digital technology is not substantially changing or ‘transforming’ the nature of schools and schooling per se. Instead, students were most likely to associate digital technologies with managing the logistics of individual study and engaging with school work in distinctly teacher-led linear and passive ways. As such, it is concluded that educationalists need to temper enthusiasms for what might be achieved through digital technologies, and instead develop better understandings of the realities of students’ instrumentally-driven uses of digital technology.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66387690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-30DOI: 10.1344/der.2020.37.96-108
Magdalena Claro, I. Jara
This article analyzes the reasons behind the end of the ICT in education policy (Enlaces) driven by the Chilean Ministry of Education for 25 years. The argument is that the institution that sought to give sustainability to this policy over time, ended up losing its ability to lead relevant responses to the educational challenges posed by the growing digitalization of the Chilean society. To develop this argument, first we describe the main characteristics, history and results of Enlaces until 2018, and second, we analyze the institutional development of Enlaces in light of the challenges posed to ICT in education policies in the world.
{"title":"The end of Enlaces: 25 years of an ICT education policy in Chile","authors":"Magdalena Claro, I. Jara","doi":"10.1344/der.2020.37.96-108","DOIUrl":"https://doi.org/10.1344/der.2020.37.96-108","url":null,"abstract":"This article analyzes the reasons behind the end of the ICT in education policy (Enlaces) driven by the Chilean Ministry of Education for 25 years. The argument is that the institution that sought to give sustainability to this policy over time, ended up losing its ability to lead relevant responses to the educational challenges posed by the growing digitalization of the Chilean society. To develop this argument, first we describe the main characteristics, history and results of Enlaces until 2018, and second, we analyze the institutional development of Enlaces in light of the challenges posed to ICT in education policies in the world.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46464739","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-30DOI: 10.1344/der.2020.37.208-229
T. Anderson, Pablo Rivera-Vargas
This article focuses on educational technology as applied in the context of programs and institutions that offer completely distance education courses. All education in the 21st century is digital education in that the use of networking, text and image creation and editing and search and retrieval of information punctuates the life of almost every teacher and student. However, the context of distance education – where all the interactions are mediated, creates a unique and heightened context of digitalization. This paper focuses on two questions: (1) What aspects have not been completely satisfactory in the transit and transformation that education has undergone, from its more traditional, campus-based conception, towards its new configuration marked by the continuous use of digital technologies and environments? (2) In order what are the future challenges that distance education must deal with to support sustainability of this teaching model? From a theoretical and interpretative analysis, based on the review of relevant articles and documents on distance education, some critical dimensions (limitations, unkept promises and future challenges) the use of digital technologies in distance education is identified and subsequently analyzed. These dimensions evidence how the initial (sometimes excessive) enthusiasm about the insertion of digital technologies in distance education has not (yet?) been fully reflected in reality.
{"title":"A Critical look at Educational Technology from a Distance Education Perspective","authors":"T. Anderson, Pablo Rivera-Vargas","doi":"10.1344/der.2020.37.208-229","DOIUrl":"https://doi.org/10.1344/der.2020.37.208-229","url":null,"abstract":"This article focuses on educational technology as applied in the context of programs and institutions that offer completely distance education courses. All education in the 21st century is digital education in that the use of networking, text and image creation and editing and search and retrieval of information punctuates the life of almost every teacher and student. However, the context of distance education – where all the interactions are mediated, creates a unique and heightened context of digitalization. This paper focuses on two questions: (1) What aspects have not been completely satisfactory in the transit and transformation that education has undergone, from its more traditional, campus-based conception, towards its new configuration marked by the continuous use of digital technologies and environments? (2) In order what are the future challenges that distance education must deal with to support sustainability of this teaching model? From a theoretical and interpretative analysis, based on the review of relevant articles and documents on distance education, some critical dimensions (limitations, unkept promises and future challenges) the use of digital technologies in distance education is identified and subsequently analyzed. These dimensions evidence how the initial (sometimes excessive) enthusiasm about the insertion of digital technologies in distance education has not (yet?) been fully reflected in reality.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47099061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-30DOI: 10.1344/der.2020.37.15-31
Manuel Area-Moreira, Pablo Joel Santana Bonilla, Ana Luisa Sanabria Mesa
En este articulo se presenta el diseno y resultados de un estudio de casos sobre 40 centros publicos de Educacion Infantil y Primaria, y de Educacion Secundaria, en el que se analizo el nivel o estadio de integracion pedagogica y organizativa de las tecnologias digitales en cada uno de los mismos. Para el analisis de los datos se elaboro una matriz de valoracion con cuatro estadios o fases de transformacion digital (iniciacion, aplicacion, integracion, transformacion) y ocho dimensiones de integracion pedagogica y organizativa de las TIC. Los principales factores inhibidores u obstaculos identificados fueron: la escasez de dispositivos suficientes para el alumnado y el profesorado; conectividad limitada; la inestabilidad de claustro; la falta de liderazgo que impulsara el uso de las TIC en el centro; y la ausencia de una vision compartida del equipo directivo acerca del potencial educativo de las TIC.
{"title":"La transformación digital de los centros escolares. Obstáculos y resistencias","authors":"Manuel Area-Moreira, Pablo Joel Santana Bonilla, Ana Luisa Sanabria Mesa","doi":"10.1344/der.2020.37.15-31","DOIUrl":"https://doi.org/10.1344/der.2020.37.15-31","url":null,"abstract":"En este articulo se presenta el diseno y resultados de un estudio de casos sobre 40 centros publicos de Educacion Infantil y Primaria, y de Educacion Secundaria, en el que se analizo el nivel o estadio de integracion pedagogica y organizativa de las tecnologias digitales en cada uno de los mismos. Para el analisis de los datos se elaboro una matriz de valoracion con cuatro estadios o fases de transformacion digital (iniciacion, aplicacion, integracion, transformacion) y ocho dimensiones de integracion pedagogica y organizativa de las TIC. Los principales factores inhibidores u obstaculos identificados fueron: la escasez de dispositivos suficientes para el alumnado y el profesorado; conectividad limitada; la inestabilidad de claustro; la falta de liderazgo que impulsara el uso de las TIC en el centro; y la ausencia de una vision compartida del equipo directivo acerca del potencial educativo de las TIC.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41900181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-30DOI: 10.1344/der.2020.37.130-153
D. Apolo, M. Melo, Johe Solano, Felipe Aliaga-Sáez
The policies of digital inclusion in Ecuador had a rebound since 2007, placing technology as a priority axis for government management. Despite this, there are still pending issues to be developed. This study is based on a qualitative approach that, through documentary research, bibliographic analysis and critical review of literature, can generate contributions that allow the identification of challenges and possible gaps to be faced by government entities in Ecuador when proposing actions that link education and technology. As main findings, it can be mentioned that the impacts and results from the application of the National Development Plans must transcend the figures, which allow to deepen the analysis in relation to this topic, together with initiatives and proposals that regarding digital inclusion cannot be developed in isolation and need to have comprehensive long-term management. Finally, it is essential to understand that it is not necessary to create only platforms, it is relevant to work from integral pedagogical designs that start by understanding teachers from their experiences, accompaniment and motivation for the design of a contextualized training structure on digital mediation issues.
{"title":"Pending issues from digital inclusion in Ecuador: challenges for public policies, programs and projects developed and ICT-mediated teacher training","authors":"D. Apolo, M. Melo, Johe Solano, Felipe Aliaga-Sáez","doi":"10.1344/der.2020.37.130-153","DOIUrl":"https://doi.org/10.1344/der.2020.37.130-153","url":null,"abstract":"The policies of digital inclusion in Ecuador had a rebound since 2007, placing technology as a priority axis for government management. Despite this, there are still pending issues to be developed. This study is based on a qualitative approach that, through documentary research, bibliographic analysis and critical review of literature, can generate contributions that allow the identification of challenges and possible gaps to be faced by government entities in Ecuador when proposing actions that link education and technology. As main findings, it can be mentioned that the impacts and results from the application of the National Development Plans must transcend the figures, which allow to deepen the analysis in relation to this topic, together with initiatives and proposals that regarding digital inclusion cannot be developed in isolation and need to have comprehensive long-term management. Finally, it is essential to understand that it is not necessary to create only platforms, it is relevant to work from integral pedagogical designs that start by understanding teachers from their experiences, accompaniment and motivation for the design of a contextualized training structure on digital mediation issues.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45768994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-30DOI: 10.1344/der.2020.37.343-360
Marta Pinto, Carlinda Leite
Digital technologies are an integral part of Higher Education teaching, revealing a set of technologies chosen to integrate formal learning contexts, and therefore being used by students in support of learning. This paper presents a literature review mapping the digital technologies set for higher education students to use in formal education contexts, over the last five years between 2012 and 2017. Results show a pattern of technologies reflecting teacher’s choice for methods combining face-to-face and at distance learning, frequently in relation to the adoption of flipped classroom methods. Mapping the digital technologies used by students, showed a pattern of three most used in a total of nine types identified. Institutional Learning Management Systems mainly support a wider access to information and learning materials, followed by technologies that promote publishing and sharing content related to class activities, and a broad range of technologies categorized under ICTs. The overall impact of use of technologies in students learning process and outcomes revealed to be positive, used with the intention to promote students’ active engagement and participation in the learning process inside and outside the classroom walls. The data also revealed digital technologies to support more transmissive ways of teaching, facilitating students individually to Access, share and publish information, and significantly lesser used to promote collaborative and cooperative learning.
{"title":"Digital technologies in support of students learning in Higher Education: literature review","authors":"Marta Pinto, Carlinda Leite","doi":"10.1344/der.2020.37.343-360","DOIUrl":"https://doi.org/10.1344/der.2020.37.343-360","url":null,"abstract":"Digital technologies are an integral part of Higher Education teaching, revealing a set of technologies chosen to integrate formal learning contexts, and therefore being used by students in support of learning. This paper presents a literature review mapping the digital technologies set for higher education students to use in formal education contexts, over the last five years between 2012 and 2017. Results show a pattern of technologies reflecting teacher’s choice for methods combining face-to-face and at distance learning, frequently in relation to the adoption of flipped classroom methods. Mapping the digital technologies used by students, showed a pattern of three most used in a total of nine types identified. Institutional Learning Management Systems mainly support a wider access to information and learning materials, followed by technologies that promote publishing and sharing content related to class activities, and a broad range of technologies categorized under ICTs. The overall impact of use of technologies in students learning process and outcomes revealed to be positive, used with the intention to promote students’ active engagement and participation in the learning process inside and outside the classroom walls. The data also revealed digital technologies to support more transmissive ways of teaching, facilitating students individually to Access, share and publish information, and significantly lesser used to promote collaborative and cooperative learning.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43008411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-30DOI: 10.1344/der.2020.37.323-342
Juio Cabero Almenara, Annachiara Del Prete, M. Arancibia
En el presente estudio, resultado de un trabajo de investigacion, se propone un modelo de ecuaciones estructurales donde se recogen algunas de las variables que podran determinar acciones de calidad en la formacion virtual. Los datos se recogieron por medio de un cuestionario a una muestra de 640 docentes de la institucion superior de Chile. Entre los resultados se destaca la significacion que el dominio tecnico y didactico del docente, tiene sobre su frecuencia de uso, asi como en la utilizacion de diferentes materiales que en ella se soporta y como, todo ello en interaccion, repercute en las actividades y estrategias desarrolladas.
{"title":"Modelo para determinar acciones de calidad en la formación virtual","authors":"Juio Cabero Almenara, Annachiara Del Prete, M. Arancibia","doi":"10.1344/der.2020.37.323-342","DOIUrl":"https://doi.org/10.1344/der.2020.37.323-342","url":null,"abstract":"En el presente estudio, resultado de un trabajo de investigacion, se propone un modelo de ecuaciones estructurales donde se recogen algunas de las variables que podran determinar acciones de calidad en la formacion virtual. Los datos se recogieron por medio de un cuestionario a una muestra de 640 docentes de la institucion superior de Chile. Entre los resultados se destaca la significacion que el dominio tecnico y didactico del docente, tiene sobre su frecuencia de uso, asi como en la utilizacion de diferentes materiales que en ella se soporta y como, todo ello en interaccion, repercute en las actividades y estrategias desarrolladas.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44551506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-30DOI: 10.1344/der.2020.37.304-322
Aída Valero Moya, Mireia Vendrell Morancho, Laura Camas Garrido
Considering the increasing importance and presence of the Social Networks Sites (SNSs) in educational scenarios, this work is aimed at exploring the scientific literature on the educational use of SNSs. Through a bibliometric analysis of 191 journal articles written in English and Spanish, found in 6 different databases (ERIC, Scopus, DOAJ, EBSCO, ISOC, REDIB, and PsycARTICLES), the following variables were analysed: database, academic journal, authorship (including number of authors, country, and institution), year of publication, Social Network Site involved, level of education, study population, and nature of the study. Results showed the existence of a greater number of publications written in Spanish than in English, just as a higher interest in the topic from Spanish authors, academic journals, and institutions. Facebook and Twitter were the most popular SNSs in both English and Spanish articles. Furthermore, the majority of the selected articles were focused on tertiary education and their students. With regard to the selected databases, Scopus was the one which hosted the largest amount of international literature (most of it framed by a qualitative research design). The scientific production on the pedagogical use of social media reveals a considerable and developing interest in the present topic.
{"title":"The educational use of Social Networks Sites: a comparative analysis between the Spanish and English production","authors":"Aída Valero Moya, Mireia Vendrell Morancho, Laura Camas Garrido","doi":"10.1344/der.2020.37.304-322","DOIUrl":"https://doi.org/10.1344/der.2020.37.304-322","url":null,"abstract":"Considering the increasing importance and presence of the Social Networks Sites (SNSs) in educational scenarios, this work is aimed at exploring the scientific literature on the educational use of SNSs. Through a bibliometric analysis of 191 journal articles written in English and Spanish, found in 6 different databases (ERIC, Scopus, DOAJ, EBSCO, ISOC, REDIB, and PsycARTICLES), the following variables were analysed: database, academic journal, authorship (including number of authors, country, and institution), year of publication, Social Network Site involved, level of education, study population, and nature of the study. Results showed the existence of a greater number of publications written in Spanish than in English, just as a higher interest in the topic from Spanish authors, academic journals, and institutions. Facebook and Twitter were the most popular SNSs in both English and Spanish articles. Furthermore, the majority of the selected articles were focused on tertiary education and their students. With regard to the selected databases, Scopus was the one which hosted the largest amount of international literature (most of it framed by a qualitative research design). The scientific production on the pedagogical use of social media reveals a considerable and developing interest in the present topic.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42233664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-30DOI: 10.1344/der.2020.37.64-78
Carla Fardella, Enrique Baleriola, Giazú Enciso
Since the 1980s, accountability, performance measurement and competitiveness have been implemented in universities globally. It is the management logic known as New Public Management (NPM). But the NPM in contemporary academia is not understood without attending to the emergence of digital management devices and platforms (DMDs). It is the combination of both events that we have called the digital turn in university management. The implementation of DMDs is not a homogeneous and fully satisfactory process but is loaded with attempts, fails, and failures that need the voice of academics to be understood in its extension. This article presents the results of 40 interviews with academics about their experience and engagement with DMDs. The results point to the existence of at least three repertoires: 1) device-lover, 2) functional- pragmatic and 3) oppositionist-rejector. Together, these results point out that, on one hand, both the experience and the identity of the academic; and on the other hand, the relationship with the institutional context; both are the key to the successful implementation of the DMDs.
{"title":"Practices and Discourses of Academics: Local Lessons to Address the Digital Shift in Academic Management","authors":"Carla Fardella, Enrique Baleriola, Giazú Enciso","doi":"10.1344/der.2020.37.64-78","DOIUrl":"https://doi.org/10.1344/der.2020.37.64-78","url":null,"abstract":"Since the 1980s, accountability, performance measurement and competitiveness have been implemented in universities globally. It is the management logic known as New Public Management (NPM). But the NPM in contemporary academia is not understood without attending to the emergence of digital management devices and platforms (DMDs). It is the combination of both events that we have called the digital turn in university management. The implementation of DMDs is not a homogeneous and fully satisfactory process but is loaded with attempts, fails, and failures that need the voice of academics to be understood in its extension. This article presents the results of 40 interviews with academics about their experience and engagement with DMDs. The results point to the existence of at least three repertoires: 1) device-lover, 2) functional- pragmatic and 3) oppositionist-rejector. Together, these results point out that, on one hand, both the experience and the identity of the academic; and on the other hand, the relationship with the institutional context; both are the key to the successful implementation of the DMDs.","PeriodicalId":44576,"journal":{"name":"Digital Education Review","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41713229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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