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Neil Selwyn 《Teaching in Higher Education》2016,21(8):1006-1021
Digital technologies are now an integral feature of university study. As such, academic research has tended to concentrate on the potential of digital technologies to support, extend and even ‘enhance’ student learning. This paper, in contrast, explores the rather more messy realities of students’ engagements with digital technology. In particular, it focuses on the aspects of digital technology use that students see as notably unhelpful. Drawing on a survey of 1658 undergraduate students from two Australian universities, the paper highlights four distinct types of digital ‘downside’. These range from low-level annoyances and interruptions, to ways in which digital technologies are seen to diminish students’ scholarship and study. Against this background, the paper considers how discussions of digital technology might better balance enthusiasms for what we know might be achieved through technology-enabled learning, with the often unsatisfactory realities of students’ encounters with digital technology. 相似文献
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This paper examines the experiences and understandings of primary (K6) school pupils with regards to managing issues of risk
and safety during their everyday use of information and communication technologies (ICTs). The paper is based on survey and
interview data with pupils aged 7 to 11 years old in five English primary schools (n = 612). Analysis of these data shows that whilst most pupils recognised a general need to be mindful of ICT-related risks
and dangers, their actual experiences of risk tended to be described in terms of operational problems encountered when using
ICTs. Conversely, pupils’ understandings of potential risk were often based upon exaggerated fears deriving from a number
of moral panics relating to child safety. These data suggest that official notions of ‘e-safety’ remain abstract and poorly
understood concepts for many children. In considering what implications these data have for the ongoing ‘e-safety’ agenda
in UK schools the paper concludes by suggesting three possible areas of change: (1) re-orientating the topic and tone of the
official discourses surrounding e-safety; (2) increasing pedagogical interventions in primary schools aiming at enhancing
pupils’ critical literacy skills; and (3) establishing a meaningful and sustained dialogue between pupils, teachers and parents
about safety and risk when using ICTs. 相似文献
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Annika Bergviken Rensfeldt Thomas Hillman Neil Selwyn 《British Educational Research Journal》2018,44(2):230-250
Social media are now an important aspect of the professional lives of school teachers. This paper explores the growing use of mass ‘teacher groups’ and ‘teacher communities’ on social media platforms such as Facebook. While these online communities are often welcomed as a means of professional learning and support, the paper considers the extent to which Facebook groups also expose teachers to some of the less beneficial aspects of social media, such as various forms of ‘digital labour’, commercialisation of exchanges and predominance of individualised reputation‐driven behaviours. Drawing on a detailed examination of a Swedish teacher Facebook group of over 13,000 members, the paper first addresses aspects of the online community that could be seen as professionally beneficial and/or valuable—particularly in terms of information exchange and social support. Yet while perceived by participants as a relatively beneficial and uncontroversial aspect of their working lives, the research also points to characteristics of the Facebook group that constituted disadvantaging, exploitative and/or disempowering forms of technological engagement. In these terms, the paper highlights tensions between what appears to ‘work’ for individual teachers in the short term and likely longer‐term implications that these practices might have for diminished professionalism and expertise of teachers. 相似文献
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Neil Selwyn 《British Journal of Sociology of Education》2007,28(2):223-240
Government support for the production and consumption of educational software is now a key element of New Labour's education technology drive. At present much attention is being directed towards marketing ‘digital learning’ to an educational sector traditionally wary of technological innovation. In an effort to understand the social shaping of this current phase of policy‐making, the present paper examines the political and commercial discourses surrounding digital learning and associated initiatives such as Curriculum Online and the Digital Curriculum. After analysing a range of political and commercial texts produced from 2000 to 2005, the paper explores the dominant themes emerging from these discursive constructions—considering in particular the limitations of the often ambiguous yet structured ways in which digital learning is being shaped by its key actors. 相似文献
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SummaryThe rate at which chloride ions diffuse from archaeological iron into a treatment solution depends on how the chloride ions are initially distributed in the corrosion layer. This paper compares solutions of the diffusion equation for two limiting cases: (1) where the chloride ions are initially spread uniformly through the corrosion layer; and (2) where the chloride ions are initially concentrated at the interface between the iron and the corrosion layer. Although the first model has been used in the past to describe chloride ions diffusing from marine iron, the second is more appropriate in cases where corrosion has drawn chloride ions toward the iron surface. Because diffusion processes in archaeological iron are complicated, the limitations of both these models are discussed. 相似文献
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Ben Williamson Annika Bergviken Rensfeldt Catarina Player-Koro Neil Selwyn 《教育政策杂志》2013,28(5):705-725
AbstractEducation policy increasingly takes place across borders and sectors, involving a variety of both human and nonhuman actors. This comparative policy paper traces the ‘policy mobilities,’ ‘fast policy’ processes and distributed ‘policy assemblages’ that have led to the introduction of new computer programming practices into schools and curricula in England, Sweden and Australia. Across the three contexts, government advisors and ministers, venture capital firms, think tanks and philanthropic foundations, non-profit organizations and commercial companies alike have promoted computer programming in schools according to a variety of purposes, aspirations, and commitments. This paper maps and traces the evolution of the organizational networks in each country in order to provide a comparative analysis of computing in schools as an exemplar of accelerated, transnationalizing policy mobility. The analysis demonstrates how computing in schools policy has been assembled through considerable effort to create alignments between diverse actors, the production and circulation of material objects, significant cross-border movement of ideas, people and devices, and the creation of strategic partnerships between government centres and commercial vendors. Computing in schools exemplifies how modern education policy and governance is accomplished through sprawling assemblages of actors, events, materials, money and technologies that move across social, governmental and geographical boundaries. 相似文献