Details
Technology and the Politics of University Reform
The Social Shaping of Online EducationDigital Education and Learning
|
53,49 € |
|
| Verlag: | Palgrave Macmillan |
| Format: | |
| Veröffentl.: | 08.04.2016 |
| ISBN/EAN: | 9781137503510 |
| Sprache: | englisch |
Dieses eBook enthält ein Wasserzeichen.
Beschreibungen
<p>Do new technologies mean the end of the university as we know it? Or can they be shaped in a way that balances innovation and tradition? This volume explores these questions through a critical history of online education.</p>
<p>1. Online Education and the Politics of Technology<br/>2. From Constructivism to Normative Critique: Technology, History and Politics<br/>3. The Age of Automation: The Technical Code of Online Education to 1980 <br/>4. The Age of Ambivalence: Early Experiments in Educational Computer Conferencing<br/>5. The Age of Evangelism: From Online Education to the Virtual University<br/>6. The Age of Openness: From Critical Interventions to the Encoding of Online Education <br/>7. The Ambivalence of Openness: MOOCs and the Critical Practice of Online Education<br/></p>
<p>Edward C. Hamilton is Chair of the School of Communication at Capilano University, Canada. </p>
<p>Examining cases in educational technology from computer assisted instruction to MOOCs, this volume shows how social interests frame reform programs and realign organizational and pedagogical strategies around them to produce a particular environment for change in higher education. Technology is a contingent product rather than a driver of such changes, suggesting that the politics of reform in higher education is not a struggle against technology, but for it, and that the critique of online education could be re-imagined as a basis for innovation.</p>
<p>“Most histories of technology trace progress from primitive
beginnings to contemporary achievements. Not this extraordinary book. Applying
the methods of Science and Technology Studies, Hamilton depicts the history of
online education as a conflict over the nature of education embodied in a
variety of sociotechnical systems. These systems are distinguished by the
philosophy of education they support. Will education adapt to technology or
will it adapt technology? That question divides the alternatives. Hamilton’s
main purpose is to explain the origins and development of that divide, but in
the process he explains clearly and convincingly why and how higher education
can integrate the Internet while resisting the ‘evangelical discourse’ of
automation.” (Andrew Feenberg, Author of
Questioning Technology) </p><p>“We are now a number of decades into the so-called
digital revolution, and university campuses have hardly become the‘relics’
some had predicted. In this sophisticated and perceptive study, Hamilton
provides a compelling account of socio-technical change and contention in
academia. He begins by returning to the heady ‘dot-com’ days of the 1990s to
understand much more recent developments --such as MOOCs and blended learning--
as a complex contestation of social forces. As Hamilton makes clear, these
forces include not only technology itself, but also capital, management
priorities, and significantly, teacher and student agency. An important and
impressively intelligent book!” (Norm Friesen, Associate Professor of Educational
Technology, Boise State University, USA)</p>
beginnings to contemporary achievements. Not this extraordinary book. Applying
the methods of Science and Technology Studies, Hamilton depicts the history of
online education as a conflict over the nature of education embodied in a
variety of sociotechnical systems. These systems are distinguished by the
philosophy of education they support. Will education adapt to technology or
will it adapt technology? That question divides the alternatives. Hamilton’s
main purpose is to explain the origins and development of that divide, but in
the process he explains clearly and convincingly why and how higher education
can integrate the Internet while resisting the ‘evangelical discourse’ of
automation.” (Andrew Feenberg, Author of
Questioning Technology) </p><p>“We are now a number of decades into the so-called
digital revolution, and university campuses have hardly become the‘relics’
some had predicted. In this sophisticated and perceptive study, Hamilton
provides a compelling account of socio-technical change and contention in
academia. He begins by returning to the heady ‘dot-com’ days of the 1990s to
understand much more recent developments --such as MOOCs and blended learning--
as a complex contestation of social forces. As Hamilton makes clear, these
forces include not only technology itself, but also capital, management
priorities, and significantly, teacher and student agency. An important and
impressively intelligent book!” (Norm Friesen, Associate Professor of Educational
Technology, Boise State University, USA)</p>
Diese Produkte könnten Sie auch interessieren:
The Professional Education and Development of Teachers of Mathematics
von: Ruhama Even, Deborah Loewenberg Ball
96,29 €
Challenging Mathematics In and Beyond the Classroom
von: Edward J. Barbeau, Peter J. Taylor
149,79 €
Learning and Instructional Technologies for the 21st Century
von: Leslie Moller, Douglas M. Harvey
96,29 €
