COVID-19 大流行后学校的数字乌托邦和乌托邦

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH
Nóra Fazekas
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引用次数: 0

摘要

本文旨在通过数字乌托邦主义作为理论框架的镜头捕捉匈牙利学校的数字想象。本研究采用定性研究方法和半结构化访谈,为组织和政策层面的教育管理提供了大量文献。它调查了匈牙利教育系统中数字化学校的乌托邦和反乌托邦愿景,参与者包括来自五个机构的学校领导、教师和行政人员,提供普通或职业教育,代表不同的所有权结构,包括国家和宗教所有权。该研究突出了虚构的突出主题,如资金和基础设施、公平、滥用以及社会和教学关系,并提出了适用于该领域的进一步研究方向和方法。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Digital utopia and dystopia of schools after the COVID-19 pandemic
This paper aims to capture the digital imaginaries of Hungarian schools through the lens of digital utopianism as a theoretical framework. Employing a qualitative research approach and semi-structured interviews, this study contributes to the body of literature concerning organizational and policy-level educational management. It investigates utopian and dystopian visions of digitalized schools within the Hungarian education system, featuring participants comprising school leaders, teachers, and administrative staff drawn from five institutions, offering either general or vocational education, representing diverse ownership structures, including state and religious ownership. The study highlights prominent themes of the imaginaries, such as funding and infrastructure, equity, misuse, and social and pedagogical relations and suggests further research directions and methodologies applicable in this field.
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来源期刊
Research in Education
Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.30
自引率
7.70%
发文量
9
期刊介绍: Research in Education has an established focus on the sociology and psychology of education and gives increased emphasis to current practical issues of direct interest to those in the teaching profession.
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