Overview

This book presents a wide-ranging and critical exploration of a topic that lies at the heart of contemporary education. The use of digital technology is now a key feature of schools and schooling around the world. Yet despite its prominence, technology use continues to be an area of education that rarely receives sustained critical attention and thought, especially from those people who are most involved and affected by it. Technology tends to be something that many teachers, learners, parents, policy-makers and even academics approach as a routine rather than reflective matter. Tackling the wider picture, addressing the social, cultural, economic, political and commercial aspects of schools and schooling in the digital age, this book offers to make sense of what happens, and what does not happen, when the digital and the educational come together in the guise of schools technology. In particular, the book examines contemporary schooling in terms of social justice, equality and participatory democracy. Seeking to re-politicise an increasingly depoliticised area of educational debate and analysis, setting out to challenge the many contradictions that characterise the field of education technology today, the author concludes by suggesting what forms schools and schooling in the digital age could, and should, take. This is the perfect volume for anyone interested in the application and use of technology in education, as well as the education policy and politics that surround it; many will also find its innovative proposals for technology use an inspiration for their own teaching and learning.

Full Product Details

Author:   Neil Selwyn (Monash University, Australia)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.60cm , Height: 1.30cm , Length: 23.40cm
Weight:   0.360kg
ISBN:  

9780415589307

ISBN 10:   0415589304
Pages:   182
Publication Date:   01 October 2010
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Reviews

This book represents a key intervention in the debate and deserves not only to be widely read but also acted on. --British Journal of Education Technology\ Selwyn's blend of political and sociological perspectives offers an antidote to the celebratory accounts of digital technology in schools. His incisive analyses of the structures and culture of schools--the grammar of schooling --that combine to make technology's current and future influence on classroom practice underwhelming is spot on...Selwyn has produced a slim volume well worth the time of those bone-tired of the utopian/dystopian, techno-centrist genre yet curious, even passionate, about answers to significant policy-to-practice questions that this author asks and answers bravely and fully. -- Larry Cuban, Educational Technology Journal This book provides an excellent overview of the social-cultural complexities surrounding technology use in school, whilst offering a convincing case for the need for constructive critical analysis of educational technology. - Andrew Hope, Educational Research and Evaluation

This book represents a key intervention in the debate and deserves not only to be widely read but also acted on. --British Journal of Education Technology\ Selwyn's blend of political and sociological perspectives offers an antidote to the celebratory accounts of digital technology in schools. His incisive analyses of the structures and culture of schools--the grammar of schooling --that combine to make technology's current and future influence on classroom practice underwhelming is spot on...Selwyn has produced a slim volume well worth the time of those bone-tired of the utopian/dystopian, techno-centrist genre yet curious, even passionate, about answers to significant policy-to-practice questions that this author asks and answers bravely and fully. --Educational Technology

This book represents a key intervention in the debate and deserves not only to be widely read but also acted on. Michael Thomas, British Journal of Education Technology, Vol. 42 2011

Author Information

Neil Selwyn is Senior Lecturer in the London Knowledge Lab, Institute of Education, University of London, UK.

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