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This book examines the struggles over technology's use in education, digging into what the purpose of education is, how we should achieve it, who the stakeholders are, and whose voices win out. Drawing on theoretical and empirical work, it lays bare the messy realities of technology use in education and their implications for contemporary society.
- Sales Rank: #4968286 in Books
- Brand: Neil Selwyn
- Published on: 2013-09-12
- Released on: 2013-09-05
- Original language: English
- Number of items: 1
- Dimensions: 9.66" h x .77" w x 5.65" l, .95 pounds
- Binding: Hardcover
- 251 pages
- The Politics of Education and Technology
Review
Praise to come.
About the Author
Andrew Feenberg, Simon Fraser University, Canada Andrew Hope, Manchester Metropolitan University, UK Ben Williamson, University Of Exeter, UK Chris Bigum, Griffith University, Australia Edward Hamilton, Capilano University, Canada Els Kuiper, Vrije Universiteit Amsterdam, The Netherlands Ines Dussel, Latin American School Of Social Sciences, Unesco, Argentina Julian Sefton-Green, London School Of Economics, UK Langdon Winner, Rensselaer Polytechnic Institute, USA Leonie Rowan, Griffith University, Australia Matthew Allen, Curtin University, Australia Norm Friesen, Thompson Rivers University, Canada Patricia Ferrante, Latin American School Of Social Sciences, Unesco, Argentina Richard Hall, De Montfort University, UK Sarah Lewthwaite, University Of Nottingham, UK Timothy Rudd, University Of Brighton, UK
Most helpful customer reviews
0 of 0 people found the following review helpful.
Andrew Hope reminded me that children respond better to policies and guidelines when they take part in ...
By Danielle Sherman
The Politics of Education and Technology is a compilation of different technology integration case studies edited by Neil Selwyn and Keri Facer. Throughout the book the authors address how technology effects learning and pedagogy, the opportunities and risks involved with educational technology, and the politics of bringing technology throughout the world. The major theme throughout this book was using real examples of how others have tried to integrate technology and being able to see the whole picture of what went well and critically noting what could have been done differently.
Three things I took away from reading this book were the how to approach risks, keeping students involved in discussion making, and the efforts to bring equality through educational technology. I appreciated David Shutkin’s perspective of risk and realize that there will always be risks but if we block all potential risks the effectiveness of the tool is often lost. I also had a change of heart in the student’s role while implementing technology. Andrew Hope reminded me that children respond better to policies and guidelines when they take part in the creation and understand the importance of policies and guidelines. Lastly, although it does not closely pertain to me I thought the case studies of implementing technology in poor countries were very interesting. Neil Selwyn brought up some very important points for how the technology does not easily close the equality gap.
As I mentioned above this book is a compilation of case studies and is not written for leisure reading. This book is definitely helpful to pick up and read at least the chapters that pertain to your situation such as implementing a 1:1 initiative in your school or if you take part in providing technology for underprivileged countries and schools. Although some of the topics and chapters were very complex having a case study to follow along with brought the information into context which made it easier to read and understand. I believe this book is geared more towards administrators and technology integration coaches within the school setting. I did not believe this book would be helpful for teachers to learn best how to integrate technology into their personal classrooms.
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