Schooling Futures in Tension: On Competing Discourses at a Technology Education Summit
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| Title: | Schooling Futures in Tension: On Competing Discourses at a Technology Education Summit |
|---|---|
| Language: | English |
| Authors: | Saul, Roger, Burkholder, Casey |
| Source: | Journal of Curriculum and Pedagogy. 2019 16(3):299-320. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Educational Technology, Technology Uses in Education, Technology Integration, Foreign Countries, Technological Literacy, Industry, Innovation, Educational Finance, School Business Relationship, Public Schools |
| Geographic Terms: | Canada |
| DOI: | 10.1080/15505170.2019.1611679 |
| ISSN: | 1550-5170 |
| Abstract: | Reflecting on an education technology conference we attended in an Atlantic Canadian province, we problematize four major assumptions that we encountered at the conference: 1) The benefits of technology integration are educationally determinative; 2) Private industry and capital can fund technological innovation in schools without compromising their social, educational, and ethical mission; 3) Technology proficient students will necessarily address the needs of a future, imagined, economy, and a future, imagined world; and 4) Students are best understood as passive recipients of their technologically-mediated education. Ultimately, we argue that these visions of education for immediate, short term gain fail to consider other, perhaps more dystopian futures facing the learners in our context. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1242063 |
| Database: | ERIC |
| Abstract: | Reflecting on an education technology conference we attended in an Atlantic Canadian province, we problematize four major assumptions that we encountered at the conference: 1) The benefits of technology integration are educationally determinative; 2) Private industry and capital can fund technological innovation in schools without compromising their social, educational, and ethical mission; 3) Technology proficient students will necessarily address the needs of a future, imagined, economy, and a future, imagined world; and 4) Students are best understood as passive recipients of their technologically-mediated education. Ultimately, we argue that these visions of education for immediate, short term gain fail to consider other, perhaps more dystopian futures facing the learners in our context. |
|---|---|
| ISSN: | 1550-5170 |
| DOI: | 10.1080/15505170.2019.1611679 |
