Learning Media and Technology最新文献

{"title":"‘We have- we had a digital debt’: a case of digitalized school leadership practice","authors":"Josef Siljebo","doi":"10.1080/17439884.2023.2301099","DOIUrl":"https://doi.org/10.1080/17439884.2023.2301099","url":null,"abstract":"The article adopts a critical approach regarding the political ambition of educational technologies (edtech) in schools. The focus of the article is to understand how school digitalization policy w...","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"51 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2024-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139376217","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}

{"title":"Snapshots of learning: exploring the meaning making potential of everyday visual literacy practices","authors":"Mia Fasting, Daniel Schofield","doi":"10.1080/17439884.2023.2297716","DOIUrl":"https://doi.org/10.1080/17439884.2023.2297716","url":null,"abstract":"This article explores the meaning making potential of everyday multimodal text production from a group of students’ communication in Snapchat. By in-depth analysis of three examples, the characteri...","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"7 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139068307","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}

{"title":"Digital remix as a pedagogical platform intervention","authors":"William Terrell Wright","doi":"10.1080/17439884.2023.2290511","DOIUrl":"https://doi.org/10.1080/17439884.2023.2290511","url":null,"abstract":"An emerging body of scholarship on digital platforms in education has offered critical insights into the influence of platform technologies within traditional school contexts. This study, however, ...","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"243 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138529451","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}

{"title":"Digital compliance or professional competence? Representations of teachers and digital futures in the Norwegian Qualification Framework","authors":"Erik Straume Bussesund, Bård Ketil Engen, Oliver McGarr","doi":"10.1080/17439884.2023.2285831","DOIUrl":"https://doi.org/10.1080/17439884.2023.2285831","url":null,"abstract":"This paper presents a document analysis of the Norwegian qualification framework Professional Digital Competence Framework for Teachers (PDC) to explore the underlying assumptions within the policy...","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"30 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509825","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}

{"title":"An exploration of human and platform intra-actions in a digital teaching and learning environment","authors":"Sarah Julia Calderwood","doi":"10.1080/17439884.2023.2285820","DOIUrl":"https://doi.org/10.1080/17439884.2023.2285820","url":null,"abstract":"This study uses a sociomaterial critical posthuman paradigm to examine possibilities, constraints, and tensions that come into view in the ‘intra-action’ between teachers and a digital environment....","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"31 3","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509824","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}

{"title":"Subterfuge: a parental strategy for mediating young children’s digital media practices in Azerbaijan","authors":"Sabina Savadova","doi":"10.1080/17439884.2023.2283724","DOIUrl":"https://doi.org/10.1080/17439884.2023.2283724","url":null,"abstract":"The present study introduces the ways in which parents mediate young children’s digital media practices in Azerbaijan, a former Soviet country. This study reveals a new parental mediation strategy ...","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"5 2","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509856","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}

{"title":"A TechnoEthical Framework for Teachers","authors":"Catherine Adams, Sean Groten","doi":"10.1080/17439884.2023.2280058","DOIUrl":"https://doi.org/10.1080/17439884.2023.2280058","url":null,"abstract":"ABSTRACTA TechnoEthical Framework for Teachers (TEFT) is introduced to aid educators in selecting and employing educational technologies in ethically sound and pedagogical sensitive ways in their classrooms. TEFT views technology through three key technoethical lenses or perspectives: instrumental, sociomaterial and existential. The instrumental lens is most familiar to teachers and focuses on the policies and laws governing teachers’ and students’ uses of technology. The sociomaterial perspective attends to technology’s built-in biases and how it translates behaviour in prescribed or circumscribed ways. The existential lens considers how students’ and teachers’ entanglements with technology condition how they experience the world and transform their ways of knowing, doing, being and becoming. Taken together, these three approaches provide teachers with a theoretically robust view of the ethical implications of using technology in the classroom.KEYWORDS: Technology biaseducational technologyposthumanteacher ethicsK-12 education Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The classroom examples are selected from a postphenomenological study of elementary school teachers using ClassDojo in several Western Canadian urban centres (Yuen Citation2021) and supervised by one of the authors (Adams).2 CommonSense Privacy Program (Citation2022) recently gave ClassDojo a rating of 82% or ‘Warning’ for its privacy and data protection policies. CommonSense routinely assesses and scores popular educational applications across multiple ‘concern categories’ including child safety, privacy and data security. It also rates an app’s compliance with key statutes and regulations such as the Children's Online Privacy Protection Act (COPPA), Family Educational Rights and Privacy Act (FERPA), and General Data Protection Regulation (GDPR).Additional informationFundingThis work was supported by a Vargo Teaching Chair grant, University of Alberta.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":" 14","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242045","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}

{"title":"Language, artificial education, and future-making in indigenous language education","authors":"Uma Pradhan, Joyeeta Dey","doi":"10.1080/17439884.2023.2278111","DOIUrl":"https://doi.org/10.1080/17439884.2023.2278111","url":null,"abstract":"This paper examines how language-based artificial intelligence is envisaged to imagine new futures for indigenous languages. It draws on the visions, programmes, and plans of six language initiatives that are developing language technology for often-marginalised indigenous, tribal, and minority (ITM) languages, such as Gondi, Maithili, Rajasthani and Mundari, in India. We note three distinct discourses: (1) technological optimism in utilising these new opportunities by claiming space for otherwise-marginalised languages, (2) the imperative for collaborative and collective work in order to address sparse datasets, and (3) the need to negotiate the contested nature of imagining a new collective future. This paper argues that indigenous language technology is not just a technical project but a contested process of subverting linguistic hierarchy through the ‘active presencing’ of these languages. Overall, the paper emphasizes the need for a nuanced approach that recognizes the interplay between technology, language education, and broader social and political factors.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"133 18","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135725488","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}

{"title":"Problematizing feedback loops: ‘on’, ‘with’, and ‘beyond’ analytics dashboards in MOOCs","authors":"Karmijn van de Oudeweetering, Jeremy Knox, Mathias Decuypere","doi":"10.1080/17439884.2023.2264188","DOIUrl":"https://doi.org/10.1080/17439884.2023.2264188","url":null,"abstract":"ABSTRACTThis paper examines the enactment of feedback in Massive Open Online Courses (MOOCs), focusing on analytics dashboards. Building on scholarship that recognizes data practices as entangled and ‘messy’, the paper problematizes the model of the feedback loop that assumes that analytics dashboards ‘feed back’ data to instructors and/or learners through a singular flow of data processing. By setting out an empirical study that focuses on four MOOCs, in two universities and on two platforms, the paper maps where, when, and how design teams, instructors, and learners are involved in the enactment of feedback through and beyond analytics dashboards. The findings draw on visualizations that highlight complex relations among people and technologies, which include multiple ‘loops’. The paper concludes with questioning the need to capture feedback in a singular loop and suggests prioritizing continued attention to the roles and responsibilities of people – educational designers, instructors, and learners – in MOOCs.KEYWORDS: Analytics dashboardsfeedbackMOOCstopologydata infrastructures AcknowledgmentsWe want to thank Lizzy Garner-Foy, Rachael Mfoafo, and other members of the Online Course Production Service at the University of Edinburgh, and Lien Castelein, Elke Van der Stappen, Jeroen Buntinx, and Kenny Verbeke of the MOOC Team at the KU Leuven for their contributions. We would also like to thank the instructors of ‘Beer: The Science of Brewing’ and ‘Sustainable Business Models’, including Casper Van Cleemput, and the instructors of ‘Climate Solutions’: Dave Reay and Erika Warnatzsch. Furthermore, we would like to thank the learners, including Carol Lewis, Richard Nyoni, Wei Wenyang, Ines Kadangwe, and Alina Liapota. Last but not least, a big thanks to the anonymous contributions of learners, instructors, and staff members.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the Research Foundation Flanders (FWO) under Grant K208722N.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135738516","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}

{"title":"Digital education utopia","authors":"Sian Bayne","doi":"10.1080/17439884.2023.2262382","DOIUrl":"https://doi.org/10.1080/17439884.2023.2262382","url":null,"abstract":"This paper uses Levitas’s (Citation2013) ‘utopia as method’ as a way to approach the histories of digital education and its utopian possibilities. The themes of emergence, openness and desire are woven through the three modes of Levitas’s method. First, an archaeological analysis considers the relationship between digital education, lifelong learning and utopia in the political programmes of UNESCO, OECD and the UK government. Second, Levitas’s ‘utopia as ontology’ considers how critical digital education might help move us from the paradigm of the locked-down ‘data subject’ within a human capital model of education toward emergent and more-than-human ways of understanding. Third, the method’s architectural phase is used to explore how a future for digital education might be imagined through the themes of ecopedagogy, diversity of knowledge and the end of institutions. The paper argues that the new twenty-first century utopian imagination might help us to imagine and build better futures for digital education.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135743622","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}