Computers, culture, and educational futures—A meditation onMindstorms

Interchange ◽  
1985 ◽  
Vol 16 (3) ◽  
pp. 1-18 ◽  
Author(s):  
Edmund V. Sullivan
Keyword(s):  
Educational Futures

scholarly journals “Teachers Act Like We’re Robots”: TikTok as a Window Into Youth Experiences of Online Learning During COVID-19

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842199553
Author(s):  
Ioana Literat
Keyword(s):  
Social Media ◽  
Online Learning ◽  
Thematic Analysis ◽  
Large Scale ◽  
Home School ◽  
Educational Support ◽  
Social Lives ◽  
Online Coursework ◽  
Youth Experiences ◽  
Educational Futures

Social media, and especially popular youth-focused platforms like TikTok, can offer a valuable window into youth experiences, including their perceptions of online learning. Building on a large-scale thematic analysis of 1,930 TikTok videos posted in March-June 2020, this study examines how young people shared their experiences of online learning during the COVID-19 pandemic. Findings indicate that youth portrayed online coursework as overwhelming and relentless against the traumatic background of the pandemic. They sought support, empathy, and authenticity from teachers, and both received and provided emotional and educational support to peers on the platform. Students’ home contexts emerged as particularly salient, making visible the intersections between young people’s home, school and social lives. By facilitating a grounded, bottom-up understanding of students’ experiences and perceptions—shared in their preferred spaces and modes of expression—this research stresses the need to attend to youth perspectives to craft more equitable and empowering educational futures.

scholarly journals Childhood in a digital age: creative challenges for educational futures

2012 ◽  
Author(s):  
Anna Craft
Keyword(s):  
Young People ◽  
Rapid Change ◽  
Virtual Space ◽  
First Century ◽  
Creative Potential ◽  
Digital Gaming ◽  
Digital Revolution ◽  
Childhood And Youth ◽  
Early Twenty ◽  
Educational Futures

The early twenty-first century is characterised by rapid change. Commentators note how permeating digital technologies engage increasing numbers of children, young people and adults as consumers and also producers. In the shifting technological landscape, childhood and youth are changing. Connectivity around the clock, with a parallel existence in virtual space, is seamlessly integrated with actual lives. Young people are skilful collaborators, navigating digital gaming and social networking with ease, capably generating and manipulating content, experimenting virtually with versions of their 'social face'. They are implicit, inherent and immersed consumers. They are digital possibility thinkers posing 'what if?' questions and engaging in 'as if' activity. This paper seeks to theorise such possibility thinking in a digital, marketised age, using two competing discourses: young people as vulnerable and at risk; or alternatively as capable and potent. The former perspective imbues anxiety about the digital revolution; the latter embraces it as exciting and enabling. As education providers seek to re-imagine themselves, neither is sufficient. Local and global challenges urgently demand our creative potential and wisdom. Drawing from work with schools, the paper argues for co-creating with students their education futures through dialogue to nurture the 4 Ps: plurality, playfulness, participation and possibilities.

Capacity-Building for New and Transformative Educational Futures

2014 ◽  
pp. 126-138
Author(s):  
Patrick Alan Danaher ◽  
Andy Davies ◽  
Linda De George-Walker ◽  
Janice K. Jones ◽  
Karl J. Matthews ◽  
...  
Keyword(s):  
Capacity Building ◽  
Educational Futures

Technologies Influencing Educational Futures: A Section Introduction

2020 ◽  
pp. 1-3
Author(s):  
Guangtao Xu ◽  
Qiyun Wang ◽  
Youqun Ren
Keyword(s):  
Educational Futures

scholarly journals Venturing From Home: Writing (and Teaching) as Creative-Relational Inquiry for Alternative Educational Futures

2020 ◽  
pp. 194084472096821
Author(s):  
Anne Pirrie ◽  
Nini Fang
Keyword(s):  
Student Satisfaction ◽  
Lived Experience ◽  
Performance Management ◽  
Collaborative Writing ◽  
Human Flourishing ◽  
New Managerialism ◽  
Relational Practice ◽  
The Status ◽  
The Uk ◽  
Educational Futures

This article explores the ecology of contemporary higher education by foregrounding the ethical relation between its authors. The article expresses their commitment to throwing off familiar academic conventions in order to promote human flourishing in a sector that has been colonized by new managerialism and the associated mechanisms of “performance management,” surveillance, and exclusion. The authors write into the emblems of the naajavaarsuk (the ivory gull) and isumataq (the Inuit storyteller). They explore collaborative writing as an ethical, relational practice whilst exposing the lived problematics that have become the “new normal” in the contemporary academy, for instance, the fetishization of “student satisfaction.” The latter has gained traction in the UK in recent years, and in extreme cases can call forth acts of ethical violence that induce deep and long-lasting effects. Their account is visceral rather than abstract, rooted in lived experience and in theory. The authors conclude that the precondition for human flourishing in conditions of constraint is neither all-out resistance nor quietist acceptance of the status quo. It is to open up a space for education that inheres in our relation to the other, and quietly to resist being defined and limited by practices of monitoring and surveillance.

Sign in / Sign up

Export Citation Format

Share Document