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45 review for Education and Technology: Key Issues and Debates

  1. 4 out of 5

    Agie Soegiono

    Selwyn is probably the name you often hear when reading the contemporary debates in educational technology (edtech). So far, he has been critical seeing edtech not from techno-determinist views but more likely using social and political dimension in understanding the issue. Edtech actually is nothing new. Since the first era of schooling in the 18th century, we have been using blackboards and chalks. However, what are the differences in today’s edtech, especially digital edtech? The first part of Selwyn is probably the name you often hear when reading the contemporary debates in educational technology (edtech). So far, he has been critical seeing edtech not from techno-determinist views but more likely using social and political dimension in understanding the issue. Edtech actually is nothing new. Since the first era of schooling in the 18th century, we have been using blackboards and chalks. However, what are the differences in today’s edtech, especially digital edtech? The first part of the book begins with fundamental questions on what learning, education, and technology are. Learning is a never-ending process of participation rather than acquiring. Learning can be done unconsciously while education is organised and planned version of it. Sometimes education is seen as formalisation of learning. But here is the common mistake. Technology is not only a material, tool, or artefact. They are developed to help human to do better when there are also processes and practices of doings. For example, if the internet is merely considered as an objectified material, thus internet would be cable and modem. Human activities, such as searching, navigating, and transferring on the web, are which make it is called “internet”. The same thing applies to edtech. Those applications wouldn’t achieve their educative purposes if the activities within them are not governed. But does edtech make education better? The rest of the book provides today’s essential questions such as “will edtech displace teachers?”, “will edtech make education fairer?”, or “will edtech even replace school?” Honestly, I would also think so. But after reading this book, techno-determinist view has been strengthening our biases in receiving edtech hegemony. Education reform cannot merely be solved just by addressing technical fixes. Technical fixes merely deal with the manifestation surface, and not the roots. To do so, we need a strong sense of social and political analysis to relate the ‘lived’ experience of teachers, students, and other education stakeholders.

  2. 5 out of 5

    Aliya Khasseneyeva

    A very good book exploring the histriy of Technology enhanced learning and trying to predict its future. The author claims that we need to know the past in order to understand the future of technologies in education. The role of technologies is still controversial. There hasn't been enough research on the impact of technology enhanced learning. There were a lot projects in the 20th century launched to emhance learning with the help of technologies. However, some researchers still diubt the positi A very good book exploring the histriy of Technology enhanced learning and trying to predict its future. The author claims that we need to know the past in order to understand the future of technologies in education. The role of technologies is still controversial. There hasn't been enough research on the impact of technology enhanced learning. There were a lot projects in the 20th century launched to emhance learning with the help of technologies. However, some researchers still diubt the positive effects of this. Despite the fact that all the efforts to use technologies in education failed with time, thye author still thinks that the nature and characteristics of digital technologies are totally different from those used in the past and he believes digital technologies will positively impact learning as soon as such issues as shortage and cost of the equipment, lack of teachers' competence and their resistnce to the implementation of technologies in classrom are resolved.

  3. 5 out of 5

    Andrés Santiago

  4. 4 out of 5

    Kim

  5. 5 out of 5

    Cyn

  6. 4 out of 5

    Tusheet Shrivastava

  7. 4 out of 5

    Rachyba8e

  8. 5 out of 5

    Mike

  9. 4 out of 5

    Putu Sanjaya

  10. 5 out of 5

    Merethe Francis

  11. 4 out of 5

    Paula

  12. 5 out of 5

    Mahboobeh

  13. 4 out of 5

    Suzanne

  14. 5 out of 5

    Brianne

    Main textbook for EDFI 6400 Technology and Societies

  15. 5 out of 5

    Jesper Balslev

  16. 4 out of 5

    Joe Runciman

  17. 5 out of 5

    M. Shipley

  18. 5 out of 5

    Jen

  19. 5 out of 5

    Josey De Rossi

  20. 4 out of 5

    Jacquie

  21. 5 out of 5

    Ashani

  22. 4 out of 5

    Magzhan

  23. 5 out of 5

    Steve Moore

  24. 4 out of 5

    Danielle Downing

  25. 5 out of 5

    John

  26. 5 out of 5

    Jakob Jørgensen

  27. 4 out of 5

    Gustavo Astudillo

  28. 4 out of 5

    Preeti Dhyani

  29. 5 out of 5

    Manuel Moreira

  30. 4 out of 5

    Fergus Murray

  31. 4 out of 5

    Janetta

  32. 5 out of 5

    Joy

  33. 4 out of 5

    Stênio Carvalho

  34. 4 out of 5

    Namita Mohandas

  35. 5 out of 5

    Azizxuja Xujamqulov

  36. 4 out of 5

    Keegan Korf

  37. 4 out of 5

    James

  38. 5 out of 5

    Joaquin Partida

  39. 4 out of 5

    Julia Long

  40. 4 out of 5

    Sam Mosa

  41. 5 out of 5

    Mahliyo

  42. 4 out of 5

    Cas Johnson

  43. 5 out of 5

    Anjum Khan

  44. 5 out of 5

    Jakob Klinkby

  45. 4 out of 5

    Bill

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