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OverviewFull Product DetailsAuthor: Matthew H. RafalowPublisher: The University of Chicago Press Imprint: University of Chicago Press Dimensions: Width: 14.00cm , Height: 2.80cm , Length: 21.60cm Weight: 0.254kg ISBN: 9780226726694ISBN 10: 022672669 Pages: 224 Publication Date: 12 August 2020 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: Manufactured on demand  We will order this item for you from a manufactured on demand supplier. Table of ContentsIntroduction Chapter 1 Similar Technologies, Different Schools Chapter 2 Disciplining Play Chapter 3 Where Disciplinary Orientations Come From Chapter 4 Schools as Socializing Agents for Digital Participation Conclusion Acknowledgments Appendix: Methodology Notes IndexReviewsDigital Divisions [offers an] interesting peek inside three schools and [. . .] the ways that the race and class of the student body seems to shape the schools' relationships with technology. At the most elite, predominantly white school [Rafalow studies], teachers encourage 'play' and deep engagement with technology, and students learn to craft professional digital selves. They envision themselves as creators of content, not just consumers. At the predominantly Asian school, surveillance dominates the school's relationship with technology--students are seen as dangerous hackers, and they are intensely policed in their technology usage. At the third, predominantly Latinx school, teachers hold a patronizing stance toward students, and use technology for basic skills improvement. The 'play' aspect of technology is seen as irrelevant to these students. [. . . D]espite these three schools having comparable technology resources and on the surface not showing a digital divide, [Digital Divisions shows that] what happens in the usage of that technology is most certainly unequal. --Natasha Warikoo, Tufts University Digital Divisions focuses on whether, and in what ways, schools prepare students for the Digital Age. The book offers a novel analysis by uncovering social inequities in how technology is used in schools and how student race, class, and organizational cultures shape the extent to which--and how--digital play is valued and incorporated into the everyday practices of teaching and learning. [. . .] As [Rafalow] notes in the conclusion, researchers may miss key forms of inequities in education if we simply focus on access to technology or the mere presence of digitally-oriented instruction while ignoring how it's used in the day-to-day workings of schools. --Linn Posey-Maddox, University of Wisconsin, Madison Author InformationMatthew H. Rafalow is a visiting scholar at the University of California, Berkeley’s Center for Science, Technology, Medicine, and Society and a social scientist at Google. This is his first book. Tab Content 6Author Website:Countries AvailableAll regions |
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