Learning Media and Technology最新文献

{"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}

{"title":"Rethinking the boundaries of learning in a digital age","authors":"Ola Erstad, Kenneth Silseth","doi":"10.1080/17439884.2023.2260977","DOIUrl":"https://doi.org/10.1080/17439884.2023.2260977","url":null,"abstract":"Why are boundaries important when studying social and educational practices? Boundaries might be said to define our everyday social and cultural worlds in fundamental ways. Boundaries can be manifested by material objects, such as fences and walls, for example marking borders between countries or properties or marking limits between inside and outside school buildings. In addition, boundaries can be defined in the ways we understand different contexts and practices, and the embedded expected codes and norms of behaviour, for example in classrooms, at home, on the soccer field, or in youth clubs. Still, most of the time we are unaware of boundaries in everyday life and of their impacts and take them more or less for granted. There has been a growing interest in studying how learners move between settings and contexts and how they are positioned as learners in certain ways (Azevedo and Mann 2022; Bricker and Bell 2014; Leander, Phillips, and Taylor 2010; Nasir et al. 2020). Also, scholars have identified possible continuities and discontinuities in and between contexts of participation and learning (Bronkhorst and Akkerman 2016), and the notion of boundaries is often framed as something that marks certain types of discontinuities in people’s experiences and identities. We deal with boundaries throughout our everyday lives regarding what we can and cannot do in specific situations and settings. We orient ourselves by our understanding of the different roles we are expected to perform in and across these settings, as a family person at home, being with friends at a concert, being a student or teacher at school, or when doing sports in our local communities. Scholars from different fields have started to address the blurring of social and culturally defined boundaries, and their implication in different spheres of everyday life. One important factor is, of course, the emerging digital culture we live in, which impacts all aspects of our lives, creating new, often unforeseen, practices and interpretations of boundaries (Ehret and Rowsell 2021; Erstad and Silseth 2022; Jandrić et al. 2018; Macgilchrist, Allert, and Bruch 2020; Sefton-Green and Erstad 2017). Therefore, it becomes crucial to research and explore the experiences that participants in contemporary social practices mobilise as relevant resources in and across specific settings and activities, such as when learning about genetics in school science, playing online computer games with peers, or posting self-created videos on social media. Our thinking about boundaries also enables us to extend our thinking about what learning is, where learning happens, and the kinds of resources that are relevant for successful participation in and across settings and contexts. This special issue provides the reader with both theoretical explorations and empirical studies from different countries around the world and brings together a unique collection of contributions that address the topic of boundaries in re","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902752","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":"Discursive construction of online teacher identity and legitimacy in English language teaching","authors":"Wing Yee Jenifer Ho","doi":"10.1080/17439884.2023.2259295","DOIUrl":"https://doi.org/10.1080/17439884.2023.2259295","url":null,"abstract":"ABSTRACTThe paper investigates YouTube teachers’ identity construction within dominant language ideologies. Drawing on the constructs of language teacher professional identity, social media micro-celebrity persona, linguistic entrepreneurship, and raciolinguistic ideologies and online persona, the study analyses banner images, biographies, and semi-structured interviews of online teachers and provides a framework for understanding online teacher identity. The findings reveal that online teachers strategically align or distance themselves from different identity positions to foreground their identity as online English teachers. The findings point to the complex identity construction of online teachers as they navigate the complex terrain of the online English language teaching (ELT) marketplace dominated by neoliberal and raciolinguistic ideologies. The study contributes to a better understanding of the opportunities offered by technology in promoting or challenging such ideologies and calls for a recognition of the identity work online teachers put in to foreground their teacher identity.KEYWORDS: Online teacher identityonline teaching videosmultimodalitylanguage ideologies Disclosure statementNo potential conflict of interest was reported by the author.Notes1 A popular online English teacher was interviewed by BBC News for the success of her online teaching channel: https://www.bbc.com/news/av/uk-england-beds-bucks-herts-39672663.2 While this classification has been critiqued in the literature, it still plays an influential role in accounting for the spread and development of English globally. The terminologies associated with this model are still used in this article for clarity.3 In recent years, there is a greater awareness of the raciolinguistic ideologies associated with native-speakerism among online ELT professionals. One specific incident has been particularly impactful to the industry, which led to one of the most popular online teachers on YouTube publishing an apology video for perpetuating ‘accent discrimination’ in her videos. In the apology video, the teacher appeals for the industry to be aware of the unintended consequences of creating videos which may perpetuate raciolinguistic ideologies.Additional informationFundingThe work described in this paper was fully supported by a grant from the Research Grants Council of the Hong Kong Special Administrative Region, China (Project No: 21610321).","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"2010 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148864","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":"Googlization(s) of education: intermediary work brokering platform dependence in three national school systems","authors":"Niels Kerssens, T. Philip Nichols, Luci Pangrazio","doi":"10.1080/17439884.2023.2258339","DOIUrl":"https://doi.org/10.1080/17439884.2023.2258339","url":null,"abstract":"The ‘googlization’ of education is emblematic of the growing power of private tech companies in schools across the globe, challenging education as a public good. While critical scholarship has started unpacking the ideological, pedagogical and economical logics underpinning Google’s digital infrastructure in schools, we have little insight into how googlization unfolds in education systems across the world. This article addresses this by examining the googlization of education across three countries – The US, Australia, and The Netherlands – focusing on the work by new and established intermediary actors which mediate platform power between private tech companies and public education systems. Our findings highlight five different types of intermediary work that broker dependence on Google in schools. The paper concludes by outlining how education researchers and institutions might reclaim public education by intervening in the googlization of education.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135741390","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":"Ihde meets Papert: combining postphenomenology and constructionism for a future agenda of philosophy of education in the era of digital technologies","authors":"G. Wellner, Ilya Levin","doi":"10.1080/17439884.2023.2251388","DOIUrl":"https://doi.org/10.1080/17439884.2023.2251388","url":null,"abstract":"","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"94 1","pages":""},"PeriodicalIF":6.9,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75971070","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":"Learning in and about a filtered universe: young people’s awareness and control of algorithms in social media","authors":"Tjitske de Groot, Mariëtte de Haan, Maartje van Dijken","doi":"10.1080/17439884.2023.2253730","DOIUrl":"https://doi.org/10.1080/17439884.2023.2253730","url":null,"abstract":"ABSTRACT Whereas ‘Web 2.0 technology’ has pushed the learning agenda towards connectivity and boundary crossing, in the current ‘new new media ontology’ the fear that algorithms might block our avenues to knowledge and connections prevails. In response to this, media scholars have argued that knowledge based on the algorithmic experiences of users is key to reformulating the agenda of critical media education. In this study of the algorithmic experiences of secondary education students in the Netherlands, we want to contribute to building such knowledge, making use of the concepts of algorithmic imagination, power and critical evaluation. Results show students build situational, practical-experiential knowledge of algorithmic workings that is closely in line with the features of the interface of the social media platforms they use. Implications for media literacy include providing students with system-level awareness and agency, including insights into the societal-political consequences of algorithmic workings.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"85 1","pages":"701 - 713"},"PeriodicalIF":6.9,"publicationDate":"2023-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83927412","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":"‘Daddy should search for help on Google instead of swearing … ’: escaping the boundaries of technologically mediated learning","authors":"Annamária Neag, S. Healy","doi":"10.1080/17439884.2023.2249812","DOIUrl":"https://doi.org/10.1080/17439884.2023.2249812","url":null,"abstract":"ABSTRACT Affectively charged social media exchanges pertaining to remote schooling in Hungary during the early stages of the pandemic provided unique insights into dispositions towards technologically mediated learning. In this article, we explore how parents and teachers responded to the increased porosity, mobility, and visibility of classroom interactions during pandemic-related school closures. We wanted to know what emotive responses to the intensification of digital media use in the home revealed about boundaries of learning in Hungary. Data were gathered with SentiOneTM’s AI-based social listening tool and analysed by coupling an attunement to affect with a multimodal analytic. We found a lack of shared understanding of what technologically mediated learning from home entails placed boundaries of learning under threat. To enable shared understandings and strengthen trust between students, teachers, and parents, we propose protected spaces that escape public scrutiny for joint digital practices to evolve.","PeriodicalId":47502,"journal":{"name":"Learning Media and Technology","volume":"5 1","pages":"649 - 665"},"PeriodicalIF":6.9,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80336998","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}