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Distrusting Educational Technology: Critical Questions for Changing Times eBook Kindle

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Número de páginas: 205 páginas Dicas de vocabulário: Habilitado Idioma: Inglês

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Descrições do Produto

Descrição do produto

Distrusting Educational Technology critically explores the optimistic consensus that has arisen around the use of digital technology in education. Drawing on a variety of theoretical and empirical perspectives, this book shows how apparently neutral forms of educational technology have actually served to align educational provision and practices with neo-liberal values, thereby eroding the nature of education as a public good and moving it instead toward the individualistic tendencies of twenty-first century capitalism.

Following a wide-ranging interrogation of the ideological dimensions of educational technology, this book examines in detail specific types of digital technology in use in education today, including virtual education, ‘open’ courses, digital games, and social media. It then concludes with specific recommendations for fairer forms of educational technology. An ideal read for anyone interested in the fast-changing nature of contemporary education, Distrusting Educational Technology comprises an ambitious and much-needed critique.

Sobre o Autor

Neil Selwyn is Professor of Education at Monash University, Australia.

Detalhes do produto

  • Formato: eBook Kindle
  • Tamanho do arquivo: 514 KB
  • Número de páginas: 205 páginas
  • ISBN da fonte dos números de páginas: 0415708001
  • Quantidade de dispositivos em que é possível ler este eBook ao mesmo tempo: Você pode ler este eBook em até 4 dispositivos ao mesmo tempo, de acordo com os limites estabelecidos pela editora
  • Editora: Routledge (26 de novembro de 2013)
  • Vendido por: Amazon Servicos de Varejo do Brasil Ltda
  • Idioma: Inglês
  • Leitura de texto: Habilitado
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  • Dicas de vocabulário: Habilitado
  • Configuração de fonte: Não habilitado
  • Avaliação média: Seja o primeiro a avaliar este item
  • Lista de mais vendidos da Amazon: #404,775 entre os mais vendidos na Loja Kindle (Conheça os 100 mais vendidos na Loja Kindle)

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Amazon.com: 3.5 de 5 estrelas 2 avaliações
Esta avaliação foi considerada útil por 3 de 3 pessoa(s):
5.0 de 5 estrelas Outstanding and thoughtful treatment of ed tech. Challenges the ... 28 de agosto de 2014
Por dizzy dean - Publicada na Amazon.com
Formato: Capa comum Compra verificada
Outstanding and thoughtful treatment of ed tech. Challenges the narrative of technology being essential in the classrooms of the day, while making the important point that tech is not neutral--i.e., that a device is not just a tool, but comes loaded with ideologies (in this case, usually materialism, individualism and consumerism). This is a minefield that most pushing ed tech into the classroom are either oblivious to or ignore.
Esta avaliação foi considerada útil por 2 de 3 pessoa(s):
2.0 de 5 estrelas There's analysis, and then there's hypercritical pessimism 17 de novembro de 2014
Por Shana Sutton - Publicada na Amazon.com
Formato: eBook Kindle Compra verificada
Distrusting Educational Technology: Critical Questions for Changing Times is the sixth book on educational technology by Neil Selwyn and was published in 2014. This is a piece of nonfiction.

In his book, Selwyn discusses though a pessimistic outlook the reasons why we should not blindly accept digital technologies as better and brighter simply because they are newer. He states many times within the book that we cannot accept modern technologies as grand benefits to society as there is not quantitative evidence that this is so. As different digital technologies, such as social media and gaming, become bigger and bigger parts of the modern classroom, Selwyn implores of educators everywhere that they do not buy in to the shiny newness of these products but instead look at them critically before throwing more traditional methods of instruction out the window.

While it is understood that technologies must to be thoroughly analyzed before being brought into the classroom, and while newer does not always mean better, it is inevitable that digital technologies be used in the classroom. Selwyn argues that this doesn't have to be so, but when young people are always plugged in outside of the classroom, they are accustomed to the format that educators have been working on integrating, and have an interest in using it.

Selwyn argues that we can't trust digital platforms such as gaming and social media. While it is true that the way they were created and developed were not for educational purposes, education has been able to reformat them and look at them from a different perspective in order to find a purpose for them in education. The social fantasy game World of Warcraft is mentioned in Distrusting Educational Technology as a possible educational tool as it requires the player to act out a role of their choosing, but this is not a game that was specifically designed for education. Games for educational purposes were designed for just that, education. Where you may not find educational value in games that were designed for entertainment and leisure, that is simply because that is not what they were designed for; however, there are now games that have been designed with the distinct purpose of education in mind.

As for social media, it is also true that even the oldest forms were originally created just for people to have online contact with each other, mostly for leisure. But, social medias have changed to fit the needs of education. Facebook now has groups that can be formed in which students who already have profiles can come together to discuss class-related topics without having to "friend" each other. There are whole social media sites specifically for educational purposes such as Edmodo, where their only use is for students to keep calendars, keep in contact with their fellow students and teachers, and even submit assignments. Technology doesn't have to be designed specifically for education in order to be used by education. Often with a simple tweaking or just looking at it a different way, some digital technologies can and have been brought into the classroom.

All in all, I did not enjoy reading this book. Selwyn makes the case that the common person no longer has a wide vocabulary and can no longer form their own opinions due to the dumbing down effects the internet has had on the "Google generation", which, as a digital native, is insulting in it's own right. What makes this even more offensive is that he delivers this view on modern digital technologies with convoluted language riddled with quotes from the work of others, dating back to the 1970's. I would not recommend reading this book, much less wasting your money on it.
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