Making sense of the digital co-production of welfare services: using digital technology to simplify or tailor the co-production of services

The use of digital technology is a central component of most forms of contemporary education provision and practice. Crucially, educational technology is now a multi billion dollar business – involving global technology corporations in local educational provision and practice. The need for critical questions to be asked of education and technology is more pressing than ever. This chapter lays out some fundamental questions that need to be voiced in the face of such advances. In particular, it reconsiders seven critical challenges raised by the media critic Neil Postman. While Postman was concerned with the effect of computers and the internet on schools in the 1990s, much of what he argued for could be seen as having continued relevance to our current era of smartphones, big data and cloud computing. The chapter outlines the implications of these lines of critical questioning for making sense of the current state of education and technology. These are discussed in terms of: central topics of concern; key actors and interests; methods of inquiry; and likely outcomes of asking critical questions of education and technology.

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Making Sense of Prostitution, Joanna Phoenix, Basingstoke: Macmillan, 1999, xi+200 pp.

Work Employment and Society ◽

10.1017/s0950017001290102 ◽

2001 ◽

Vol 15 (1) ◽

pp. 195-212

Author(s):

MAGGIE OÍNEILL

Keyword(s):

Making Sense

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Current Issues: Advanced Digital Technology for Supervising Graduate Clinicians

Perspectives on Administration and Supervision ◽

10.1044/aas20.1.9 ◽

2010 ◽

Vol 20 (1) ◽

pp. 9-13 ◽

Cited By ~ 2

Author(s):

Glenn Tellis ◽

Lori Cimino ◽

Jennifer Alberti

Keyword(s):

Real Time ◽

Digital Technology ◽

Clinical Training ◽

State Of The Art ◽

Clinical Skills ◽

Slow Motion ◽

Video Capture ◽

Microsoft Excel ◽

Clinical Supervisors ◽

Training And Supervision

Abstract The purpose of this article is to provide clinical supervisors with information pertaining to state-of-the-art clinic observation technology. We use a novel video-capture technology, the Landro Play Analyzer, to supervise clinical sessions as well as to train students to improve their clinical skills. We can observe four clinical sessions simultaneously from a central observation center. In addition, speech samples can be analyzed in real-time; saved on a CD, DVD, or flash/jump drive; viewed in slow motion; paused; and analyzed with Microsoft Excel. Procedures for applying the technology for clinical training and supervision will be discussed.

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