Schools and schooling in the digital age: a critical analysis
Schools and schooling in the digital age: a critical analysis
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数字时代的学校和教育：批判性分析
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发表时间：
2012
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通讯作者：
Andrew Hope
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作者：
Andrew Hope
这本书对学校技术在后现代性中的使用进行了广泛的探索，它似乎很奇怪，它以一个断言开始，即它所阐述的论点并不打算是咄咄逼人的，消极的，或“反技术”。这暗示了“教育技术界”和“技术无关”的主流社会文化评论家之间的学术紧张关系，同时也预示了本书的潜在议程。在这项工作中，尼尔·塞尔温认为，“批判性分析是发展对当前教育技术景观的现实理解的必要步骤，也许最重要的是，实现这些技术的潜在教育潜力”（第九页）。如果说这本书仅仅是为了鼓励“教育技术专家”采取更批判的方法，那就太苛刻了;毕竟，这本书对教育社会学家和政治分析家有很大的价值。然而，很难否认的是，这本书中巧妙地（偶尔也是轻松的）编织了社会文化理论，似乎主要是为了吸引而不是疏远那些不习惯在与学校技术使用的互动中应用这些想法的人。本书分为三个主要部分，介绍部分提供定义并概述了学校使用数字技术的一些问题，然后简要介绍了各种理论框架。虽然后一种讨论为从"反本质主义"到生态女权主义方法的讨论提供了一些有用的背景，但这些方法对后续章节的讨论有什么补充并不总是显而易见的。这本书的真实的力量在于第二部分，"理解学校、学校教育和数字技术"。在四章中，作者对在宏观、中观和微观层面运作的利益相关者进行了复杂而全面的概述。第4章（重点是政府政策）和第5章（主要涉及私营部门）采用了可以称为政治经济学的方法，对这些机构在学校技术使用方面经常出现的问题进行了微妙的描述。第六章深刻地关注学校的组织问题，而令人惊讶的是，只有一章，即第七章，探讨了数字技术和教师和学生的生活经验。尽管如此，最后一章还是有很多价值，尽管遗憾的是没有给予更多的讨论空间，这将使我们能够更深入地考虑学生抵制和冒险等问题。最后一部分由两章组成，探讨了技术明显未能改变学校教育的可能解决方案以及当代学术教育研究和评估的缺点，第18卷，第1期，2012年1月，99 - 100页。
It might seem curious that this book, which undertakes a wide-ranging exploration of school technology use in late-modernity, opens with an assertion that the arguments expounded within it are not intended to be obtrusive, negative, or ‘‘antitechnology’’. This hints at the academic tensions between ‘‘the educational technology community’’ and ‘‘technologically detached’’ mainstream social-cultural commentators, whilst foreshadowing the book’s underlying agenda. Throughout this work, Neil Selwyn argues that ‘‘a critical analysis is a necessary step towards developing realistic understandings of the current educational technology landscape and, perhaps most importantly, towards realising the undoubted educational potential of these technologies’’ (p. ix). It would be harsh to suggest that this book is solely concerned with encouraging ‘‘educational technologists’’ to adopt a more critical approach; after all, there is much of value here for educational sociologists and political analysts. Yet it is difficult to dismiss that the deft, if occasionally light, weaving of social-cultural theory throughout this book seems primarily intended to engage but not alienate those who are unused to applying such ideas in their interactions with school technology use. The book is split into three main sections, with the introductory part offering definitions and outlining some problems of digital technology use in schools, before briefly introducing various theoretical frameworks. Whilst this latter discussion provides some useful background with the discussion ranging from ‘‘antiessentialist’’ to eco-feminist approaches, it is not always apparent what some of these approaches add to the discussion in subsequent chapters. The real strength of this book lies in the second section, ‘‘making sense of schools, schooling and digital technology’’. In four chapters the author gives a complex, yet comprehensive overview of the stakeholders operating at the macro-, meso-, and microlevels. Chapter 4 (focusing on government policy) and Chapter 5 (dealing mainly with the private sector) adopt what could be labelled as a political economy approach, offering a subtle account of these agencies’ often problematic engagement with school technology use. Chapter 6 focuses insightfully on the organisational concerns of schools, whilst disappointingly there is only one chapter, the seventh, which examines digital technology and the lived experiences of teachers and students. Nevertheless, there is much of value in this last chapter, although it is a shame that the discussion is not given more space, which would have allowed a deeper consideration of issues such as student resistance and risk-taking. The final section is composed of two chapters examining possible solutions to the apparent failure of technology to transform schooling and the shortcomings of contemporary academic Educational Research and Evaluation Vol. 18, No. 1, January 2012, 99–100