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This book offers critical readings of issues in education and
technology and demonstrates how researchers can use critical
perspectives from sociology, digital media, cultural studies, and
other fields to broaden the "ed-tech" research imagination, open up
new topics, ask new questions, develop theory, and articulate an
agenda for informed action.
This book offers critical readings of issues in education and
technology and demonstrates how researchers can use critical
perspectives from sociology, digital media, cultural studies, and
other fields to broaden the "ed-tech" research imagination, open up
new topics, ask new questions, develop theory, and articulate an
agenda for informed action.
In this book we outline an optimistic, aspirational and unashamedly
ambitious agenda for schooling. We make cautious use of the concept
of 'future proofing' to signal the commitment of the various
authors to re-thinking the purposes, content and processes of
schooling with a view to ensuring that all children, from all
backgrounds are prepared by their education to make a positive
contribution to the futures that are ahead of them. The book
focuses on issues relating to technology and social justice to
re-examine the traditional relationship between schools and
technology, between schools and diverse learners, and between
schools, children and knowledge. Drawing from examples from around
the world, the book explores practical ways that diverse schools
have worked to celebrate diverse understandings of what it means to
be a learner, a citizen, a worker in these changed and changing
times and the ways different technologies can support this agenda.
In this book we outline an optimistic, aspirational and unashamedly
ambitious agenda for schooling. We make cautious use of the concept
of 'future proofing' to signal the commitment of the various
authors to re-thinking the purposes, content and processes of
schooling with a view to ensuring that all children, from all
backgrounds are prepared by their education to make a positive
contribution to the futures that are ahead of them. The book
focuses on issues relating to technology and social justice to
re-examine the traditional relationship between schools and
technology, between schools and diverse learners, and between
schools, children and knowledge. Drawing from examples from around
the world, the book explores practical ways that diverse schools
have worked to celebrate diverse understandings of what it means to
be a learner, a citizen, a worker in these changed and changing
times and the ways different technologies can support this agenda.
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