Pub Date : 2023-05-15DOI: 10.1080/17439884.2023.2209326
Christine Greenhow, C. Lewin, K. Bret, Staudt Willet
ABSTRACT Educators must consider how today’s technology-mediated environments expand our conceptualization of learning contexts and the continuities and tensions between learning and participation in various settings. The Covid-19 pandemic disrupted educational systems worldwide, necessitating emergency remote teaching and coinciding with increased social media use. Such shifts require reconceptualization of learning boundaries in a digital age. This article explores British and American teachers’ professional learning spanning social media, place and time. We collected #UKEdchat tweets and #Edchat tweets over 28 months, 1 January 2019–30 April 2021, and identified tweeters who were middle or secondary school teachers in the U.K. and U.S. to interview. From analysis of these data, we report on the tensions, synergies and experiences of boundary-crossing teachers with implications for research and practice.
{"title":"Teachers without borders: professional learning spanning social media, place, and time","authors":"Christine Greenhow, C. Lewin, K. Bret, Staudt Willet","doi":"10.1080/17439884.2023.2209326","DOIUrl":"https://doi.org/10.1080/17439884.2023.2209326","url":null,"abstract":"ABSTRACT Educators must consider how today’s technology-mediated environments expand our conceptualization of learning contexts and the continuities and tensions between learning and participation in various settings. The Covid-19 pandemic disrupted educational systems worldwide, necessitating emergency remote teaching and coinciding with increased social media use. Such shifts require reconceptualization of learning boundaries in a digital age. This article explores British and American teachers’ professional learning spanning social media, place and time. We collected #UKEdchat tweets and #Edchat tweets over 28 months, 1 January 2019–30 April 2021, and identified tweeters who were middle or secondary school teachers in the U.K. and U.S. to interview. From analysis of these data, we report on the tensions, synergies and experiences of boundary-crossing teachers with implications for research and practice.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"63 1","pages":"666 - 684"},"PeriodicalIF":6.9,"publicationDate":"2023-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72976362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-08DOI: 10.1080/17439884.2023.2209325
Chin Ee Loh, Baoqi Sun, Fei Victor Lim
ABSTRACT With increased access to technologies for reading, more understanding is needed about how adolescents engage with print and digital reading across school and out-of-school contexts. In this study, mobile ethnography was used to document the everyday print and digital reading practices of adolescent girls from one all-girls’ school. They responded to real-time researcher prompts about their reading across various timings, locations, and devices over four days, and participated in photo-elicitation interviews. Findings showed that as students moved between locations, they also transited across devices, platforms, and formats, making use of different print and digital resources for varied ways of reading. Their ability to ‘style-shift’ flexibly across the boundaries of school and personal spaces, various devices and platforms allowed them to independently optimise reading as a resource for their everyday leisure, information seeking, and learning purposes. Insights, implications, and challenges for learning in a post-pandemic digital age are discussed.
{"title":"‘Because I’m always moving’: a mobile ethnography study of adolescent girls’ everyday print and digital reading practices","authors":"Chin Ee Loh, Baoqi Sun, Fei Victor Lim","doi":"10.1080/17439884.2023.2209325","DOIUrl":"https://doi.org/10.1080/17439884.2023.2209325","url":null,"abstract":"ABSTRACT With increased access to technologies for reading, more understanding is needed about how adolescents engage with print and digital reading across school and out-of-school contexts. In this study, mobile ethnography was used to document the everyday print and digital reading practices of adolescent girls from one all-girls’ school. They responded to real-time researcher prompts about their reading across various timings, locations, and devices over four days, and participated in photo-elicitation interviews. Findings showed that as students moved between locations, they also transited across devices, platforms, and formats, making use of different print and digital resources for varied ways of reading. Their ability to ‘style-shift’ flexibly across the boundaries of school and personal spaces, various devices and platforms allowed them to independently optimise reading as a resource for their everyday leisure, information seeking, and learning purposes. Insights, implications, and challenges for learning in a post-pandemic digital age are discussed.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"3 1","pages":"612 - 631"},"PeriodicalIF":6.9,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73087667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-03DOI: 10.1080/17439884.2023.2207143
Sejin Lee, Kyungmee Lee
{"title":"Smart teachers in smart schools in a smart city: teachers as adaptive agents of educational technology reforms","authors":"Sejin Lee, Kyungmee Lee","doi":"10.1080/17439884.2023.2207143","DOIUrl":"https://doi.org/10.1080/17439884.2023.2207143","url":null,"abstract":"","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"1 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74356936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-02DOI: 10.1080/17439884.2023.2207832
S. Marandi
{"title":"Virtual supremacy and electronic imperialism: the hegemonies of e-learning and computer assisted language learning (CALL)","authors":"S. Marandi","doi":"10.1080/17439884.2023.2207832","DOIUrl":"https://doi.org/10.1080/17439884.2023.2207832","url":null,"abstract":"","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"1 2","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72583851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-29DOI: 10.1080/17439884.2023.2207140
Stephanie Schroeder, Catharyn C. Shelton, Rachelle Curcio
{"title":"Crafting the consumer teacher: education influencers and the figured world of K-12 teaching","authors":"Stephanie Schroeder, Catharyn C. Shelton, Rachelle Curcio","doi":"10.1080/17439884.2023.2207140","DOIUrl":"https://doi.org/10.1080/17439884.2023.2207140","url":null,"abstract":"","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"260 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76388867","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-28DOI: 10.1080/17439884.2023.2207025
Wooyeong Kim
{"title":"Dualized modernization: USAID and the educational television in South Korea","authors":"Wooyeong Kim","doi":"10.1080/17439884.2023.2207025","DOIUrl":"https://doi.org/10.1080/17439884.2023.2207025","url":null,"abstract":"","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"144 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78681059","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-25DOI: 10.1080/17439884.2023.2206137
L. Czerniewicz, Jennifer Feldman
{"title":"‘Technology is not created by the sky’: datafication and educator unease","authors":"L. Czerniewicz, Jennifer Feldman","doi":"10.1080/17439884.2023.2206137","DOIUrl":"https://doi.org/10.1080/17439884.2023.2206137","url":null,"abstract":"","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"9 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87737002","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/17439884.2023.2205225
T. Swist, K. Gulson
A (re)composition of encountered problems and possibilities Arti fi cial intelligence, automation, algorithms, and data fi cation are increasingly instituted across
人工智能、自动化、算法和数据识别越来越多地在各个领域建立起来
{"title":"Instituting socio-technical education futures: encounters with/through technical democracy, data justice, and imaginaries","authors":"T. Swist, K. Gulson","doi":"10.1080/17439884.2023.2205225","DOIUrl":"https://doi.org/10.1080/17439884.2023.2205225","url":null,"abstract":"A (re)composition of encountered problems and possibilities Arti fi cial intelligence, automation, algorithms, and data fi cation are increasingly instituted across","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"27 1","pages":"181 - 186"},"PeriodicalIF":6.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74652783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-03DOI: 10.1080/17439884.2023.2207141
J. Arantes, Mark Vicars
ABSTRACT In the recent Australian 2021 census, the socio-technical construct of algorithmically driven decision-making processes made LGBTQI+ data as a category of diversity, inclusion and belonging an absent presence. In this paper, we position the notion of ‘data justice’ in relation to the entrenchment of inequalities and exclusion of LGBTQI+ lives and consider the implications of LGBTQI+ data being missing in action. As we look at the notion of ‘data justice’, we consider five critical socio-technical imaginaries with different kinds of data to think through the implications of technical democracy, data justice and post-automation. Finally, we consider the imaginary of citizenship when LGBTQI+ data is habitually missing in action from systematic power integrated into forms of governance. This paper positions ‘data’ not as a static ‘object or process’ but as a dynamic ecology that carries with it a multi-faceted set of coded meanings requiring constant review and reconsideration.
{"title":"Missing in action: queer(y)ing the educational implications of data justice in an age of automation","authors":"J. Arantes, Mark Vicars","doi":"10.1080/17439884.2023.2207141","DOIUrl":"https://doi.org/10.1080/17439884.2023.2207141","url":null,"abstract":"ABSTRACT In the recent Australian 2021 census, the socio-technical construct of algorithmically driven decision-making processes made LGBTQI+ data as a category of diversity, inclusion and belonging an absent presence. In this paper, we position the notion of ‘data justice’ in relation to the entrenchment of inequalities and exclusion of LGBTQI+ lives and consider the implications of LGBTQI+ data being missing in action. As we look at the notion of ‘data justice’, we consider five critical socio-technical imaginaries with different kinds of data to think through the implications of technical democracy, data justice and post-automation. Finally, we consider the imaginary of citizenship when LGBTQI+ data is habitually missing in action from systematic power integrated into forms of governance. This paper positions ‘data’ not as a static ‘object or process’ but as a dynamic ecology that carries with it a multi-faceted set of coded meanings requiring constant review and reconsideration.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"45 1","pages":"213 - 225"},"PeriodicalIF":6.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85455895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-27DOI: 10.1080/17439884.2023.2193412
Kenneth Horvath, Mario Steinberg, Andrea Isabel Frei
ABSTRACT The making of digital educational futures raises pressing social justice concerns. Against this background, scholars face the challenge of bridging the tasks of investigation and critical engagement. Inspired by French pragmatic sociology, this article presents the notion of plural school worlds as analytical anchor point for dealing with this double-task coherently and productively. Varying understandings of what makes ‘good and fair school education’ are identified as defining features of different school worlds. These understandings (1) are historically entangled with social and political orders, (2) inform how we envision, enact, and evaluate possible educational futures, and (3) define a shared discursive space for exchange between various groups of actors. We claim that the notion of school worlds thus furthers both our understanding of persistent patterns of disadvantaging in digital education and our capacity for critical dialogue with involved actors through sensitizing explication, shifting problematizations and reflecting performativity.
{"title":"Bridging inquiry and critique: a neo-pragmatic perspective on the making of educational futures and the role of social research","authors":"Kenneth Horvath, Mario Steinberg, Andrea Isabel Frei","doi":"10.1080/17439884.2023.2193412","DOIUrl":"https://doi.org/10.1080/17439884.2023.2193412","url":null,"abstract":"ABSTRACT\u0000 The making of digital educational futures raises pressing social justice concerns. Against this background, scholars face the challenge of bridging the tasks of investigation and critical engagement. Inspired by French pragmatic sociology, this article presents the notion of plural school worlds as analytical anchor point for dealing with this double-task coherently and productively. Varying understandings of what makes ‘good and fair school education’ are identified as defining features of different school worlds. These understandings (1) are historically entangled with social and political orders, (2) inform how we envision, enact, and evaluate possible educational futures, and (3) define a shared discursive space for exchange between various groups of actors. We claim that the notion of school worlds thus furthers both our understanding of persistent patterns of disadvantaging in digital education and our capacity for critical dialogue with involved actors through sensitizing explication, shifting problematizations and reflecting performativity.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"4 1","pages":"280 - 293"},"PeriodicalIF":6.9,"publicationDate":"2023-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86893714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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