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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.
Overuse of the internet is often characterized as problematic,
disruptive, or addictive, with stories frequently claiming that
online use interferes with relationships, or that 'excessive' time
in front of computer screens is unhealthy. The Multiplicities of
Internet Addiction contests the claim that computers - specifically
Internet use - are addictive, arguing that use of the Internet is
now a form of everyday leisure engaged in by many people in Western
society. Offering an analysis of the nature of addiction alongside
a detailed empirical study of home computer use, this book will be
of interest not only to sociologists of culture and popular
culture, but also to scholars of media, ICT and education.
Overuse of the internet is often characterized as problematic,
disruptive, or addictive, with stories frequently claiming that
online use interferes with relationships, or that 'excessive' time
in front of computer screens is unhealthy. The Multiplicities of
Internet Addiction contests the claim that computers - specifically
Internet use - are addictive, arguing that use of the Internet is
now a form of everyday leisure engaged in by many people in Western
society. Offering an analysis of the nature of addiction alongside
a detailed empirical study of home computer use, this book will be
of interest not only to sociologists of culture and popular
culture, but also to scholars of media, ICT and education.
Today's high schools are increasingly based around the use of
digital technologies. Students and teachers are encouraged to
'Bring Your Own Device', teaching takes place through 'learning
management systems' and educators are rushing to implement
innovations such as flipped classrooms, personalized learning,
analytics and 'maker' technologies. Yet despite these developments,
the core processes of school appear to have altered little over the
past 50 years. As the twenty-first century progresses, concerns are
growing that the basic model of 'school' is 'broken' and no longer
'fit for purpose'. This book moves beyond the hype and examines the
everyday realities of digital technology use in today's high
schools. Based on a major ethnographic study of three contrasting
Australian schools, the authors lay bare the reasons underlying the
inconsistent impact of digital technologies on day-to-day
schooling. The book examines leadership and management of
technology in schools, the changing nature of teachers' work in the
digital age, as well as student (mis)uses of technologies in and
out of classrooms. In-depth case studies are presented of the
adoption of personalized learning apps, social media and 3D
printers. These investigations all lead to a detailed understanding
of why schools make use of digital technologies in the ways that
they do. Everyday Schooling in the Digital Age: High School, High
Tech? offers a revealing analysis of the realities of contemporary
schools and schooling - drawing on arguments and debates from
various academic literatures such as policy studies, sociology of
education, social studies of technology, media and communication
studies. Over the course of ten wide-ranging chapters, a range of
suggestions are developed as to how the full potential of digital
technology might be realized within schools. Written in a detailed
but accessible manner, this book offers an ambitious critique that
is essential reading for anyone interested in the fast-changing
nature of contemporary education.
Skills in learning and studying are vital to ensure success in
higher education study, whether at undergraduate or postgraduate
level, in university, college or in the workplace. Skills are
needed in reflection, analysis, communication and recording
information to produce good work, to engage effectively in a group,
to carry out a project or perform well in exams; personal skills
are needed to handle time and pressure and to relate to others on a
course or in the workplace. This new guide builds on the hugely
successful materials the authors have developed over the last 15
years. Along with highly practical guidance on traditional learning
skills, The Guide to Learning and Study Skills provides direction
for students on learning in a blended environment; the increased
use of personal and professional development planning, continuing
professional development and work-based learning.
There is consistent pressure on all academics to publish, publish,
publish. But not unless they have been awarded their PhD -
considered by most to be the starting step of an academic career.
So while the pressure is on to obtain the title, and then obtain a
permanent position, and then publish journal articles, there is
little support available to researchers in the nascent stage of
their careers. Publishing from your PhD precisely focuses on
providing early career researchers with emotional and collegial
support that is often not available in academe. It seeks to dispel
nepotistic notions of superiority that places Professors and such
on a pedestal. It specifically clarifies the difficulty in having
written the PhD thesis genre and rewriting it to suit the genre of
journal articles. It does not deal with the 'how' of academic
writing in general. This book endeavours to shed light on the path
one must take to navigate the jungles of academia. This is an
untrodden path which is unique to every researcher - especially
those who employ abstract or critical theories in their research -
and each journey through the jungle is different. However, because
there is little literature about this embryonic journey, this book
illuminates the processes and difficulties of publishing in
journals and culling one's finely honed thesis into small chunks -
a difficult task to which few admit.
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.
Today's high schools are increasingly based around the use of
digital technologies. Students and teachers are encouraged to
'Bring Your Own Device', teaching takes place through 'learning
management systems' and educators are rushing to implement
innovations such as flipped classrooms, personalized learning,
analytics and 'maker' technologies. Yet despite these developments,
the core processes of school appear to have altered little over the
past 50 years. As the twenty-first century progresses, concerns are
growing that the basic model of 'school' is 'broken' and no longer
'fit for purpose'. This book moves beyond the hype and examines the
everyday realities of digital technology use in today's high
schools. Based on a major ethnographic study of three contrasting
Australian schools, the authors lay bare the reasons underlying the
inconsistent impact of digital technologies on day-to-day
schooling. The book examines leadership and management of
technology in schools, the changing nature of teachers' work in the
digital age, as well as student (mis)uses of technologies in and
out of classrooms. In-depth case studies are presented of the
adoption of personalized learning apps, social media and 3D
printers. These investigations all lead to a detailed understanding
of why schools make use of digital technologies in the ways that
they do. Everyday Schooling in the Digital Age: High School, High
Tech? offers a revealing analysis of the realities of contemporary
schools and schooling - drawing on arguments and debates from
various academic literatures such as policy studies, sociology of
education, social studies of technology, media and communication
studies. Over the course of ten wide-ranging chapters, a range of
suggestions are developed as to how the full potential of digital
technology might be realized within schools. Written in a detailed
but accessible manner, this book offers an ambitious critique that
is essential reading for anyone interested in the fast-changing
nature of contemporary education.
This book showcases a compilation of research partnerships produced
by the Federation University Gippsland School of Education. Through
this book, readers will gain valuable insights into how education
research initiatives can help adapt to an age characterized by
massive regional/global economic, environmental, identity, cultural
and social shifts. The respective chapters address the universal
human and researcher condition in a regional setting, highlighting
how individuals and groups are seeking to achieve transformation
with their regional, educational research. On the whole, the
compilation showcases a specific university in a regional context
that is now responding to change by rejuvenating, reinventing,
re-envisioning and rethinking its research, its identity and its
relationality.
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