Towards equity focused approaches to EdTech: a socio-technical perspective

走向以公平为中心的教育科技方法：社会技术视角

• 批准号: ES/X00242X/1
• 负责人: Rebecca Eynon
• 金额: $ 86.14万
• 依托单位: University of Oxford
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2022
• 资助国家: 英国
• 起止时间: 2022 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FX00242X%2F1
• 关键词: Towards; equity; focused; approaches; EdTech

For decades, technology has been promoted as a way to address inequity in schools. Proponents argue that providing more digital resources, in the form of access to equipment, networks and software, will lead to greater educational and social equity. These digital resource based aspects of inequity are of course highly significant, but such an approach focuses only one dimension of a highly complex societal problem which leads to simplistic interventions that are unlikely to be successful. This study aims to reframe the ways that the use of digital technologies in schools is conceptualised and promote a more equity focused approach to EdTech. Seven ethnographies in secondary schools in England will be conducted to capture and explore the multi-faceted implications of the use of technology in schools and the ways it can reinforce or reconfigure existing educational and social inequity. It takes a relational, socio-technical approach, that attends to the ways in which varied digital technologies are used in the classroom and examines how the use of such EdTech systems change or maintain existing relationships and practices between teachers and students, problematizes the inbuilt biases and underpinning values promoted by such technologies, and explores how access to EdTech and its uses varies across contexts and circumstances. This much needed rich ethnographic study will contribute to academic understandings of the relationships between equity, digital technologies and teaching and learning. Through a strong knowledge exchange and impact strategy that engages with social scientists, data scientists, EdTech companies, policy makers, teachers, students and the wider public the study also aims to change the way that the use of digital technology in schools is thought about, promoted and designed in order to inform future equity focused approaches to digital interventions in education.

几十年来，技术一直被作为解决学校不平等问题的一种方式得到推广。支持者认为，以访问设备、网络和软件的形式提供更多的数字资源，将带来更大的教育和社会公平。这些基于数字资源的不平等方面当然非常重要，但这种方法只关注高度复杂的社会问题的一个方面，这导致了不太可能成功的简单化干预。这项研究旨在重新构建在学校中使用数字技术的概念化方式，并促进对教育技术采取更加注重公平的方法。将在英格兰的中学进行七次民族志调查，以捕捉和探索在学校使用技术的多方面影响，以及它可以如何加强或重新配置现有的教育和社会不平等。它采用一种关系、社会-技术的方法，关注各种数字技术在课堂上的使用方式，研究这种教育技术系统的使用如何改变或维持教师和学生之间的现有关系和做法，使这种技术所促进的内在偏见和支撑价值观成为问题，并探索如何获得教育技术及其使用在不同的背景和环境中的不同。这项亟需的丰富的人种学研究将有助于学术上理解公平、数字技术和教与学之间的关系。通过与社会科学家、数据科学家、教育技术公司、政策制定者、教师、学生和更广泛的公众进行强有力的知识交流和影响战略，这项研究还旨在改变对学校使用数字技术的思考、促进和设计方式，以便为未来以公平为重点的数字教育干预方法提供信息。