Education/Technology/Power

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Education/Technology/Power
Educational Computing as a Social Practice

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Michael W. Apple - Editor
Hank Bromley - Editor

SUNY series, Frontiers in Education

N/A
Hardcover - 272 pages

Release Date: July 1998

ISBN10: 0-7914-3797-3
ISBN13: 978-0-7914-3797-1

Price: $33.95
Paperback - 272 pages

Release Date: July 1998

ISBN10: 0-7914-3798-1
ISBN13: 978-0-7914-3798-8

Available as a Google eBook for other eReaders and tablet devices. Click icon below...

Summary

With a focus on educational computing, this book examines how technological practices align with or subvert existing forms of dominance. Examines the important question: Is the enormous financial investment school districts are making in computing technology a good idea?

"This book provides a powerful set of metaphors and linkages for thinking about technology in relation to education. It urges us to move beyond questions of instructional efficiency or the wonders of new technologies to consider the sociopolitical origins and implications of computing practices." -- Bertram Bruce, University of Illinois at Urbana-Champaign

Is the enormous financial investment school districts are making in computing technology a good idea? With a focus on educational computing, Education/Technology/Power examines how technological practices align with or subvert existing forms of dominance.

"A highly original collection of essays on computers in schools and educational settings, this book causes us to question the contemporary verities about computers and schools. The essays definitely bring perspectives not usually seen in discussions of computers in education. A refreshing critical perspective on a topic that receives little criticism." -- Philip Altbach, Boston College

Hank Bromley is Assistant Professor of Educational Organization, Administration, and Policy and Associate Director of the Center for Educational Resources and Technologies at the State University of New York at Buffalo. He is the author of Lisp Lore: A Guide to Programming the Lisp Machine (second edition coauthored with Richard Lamson). Michael W. Apple is the John Bascom Professor of Curriculum and Instruction, and Educational Policy Studies at the University of Wisconsin-Madison. He has written numerous books, including The Curriculum: Problems, Politics, and Possibilities, Second Edition with Landon E. Beyer, published by SUNY Press; Ideology and Curriculum; and Official Knowledge.

Table of Contents

List of Figures

Introduction: Data-Driven Democracy?
Social Assessment of Educational Computing
Hank Bromley

I. Discursive Practices: Who Speaks of Computing, and How?

1. The Mythic Machine: Gendered Irrationalities and Computer Culture
Zoë Sofia

2. The Everyday Aesthetics of Computer Education
Anthony P. Scott

3 Telling Tales Out of School: Modernist, Critical, and Postmodern "True Stories" About Educational Computing
Mary Bryson and Suzanne de Castell

4. Computer Advertising and the Construction of Gender
Matthew Weinstein

II. Classroom Practices: Pedagogy and Power in Action

5. "I Like Computers, but Many Girls Don't": Gender and the Sociocultural Context of Computing
Brad R. Huber and Janet Ward Schofield

6. "You Don't Have To Be A Teacher To Teach This Unit": Teaching, Technology, and Control in the Classroom
Michael W. Apple and Susan Jungck

III. Democratic Possibilities: When Does Technology Empower?

7. Control and Power in Educational Computing
Peter H. Kahn, Jr. and Batya Friedman

8. Using Computers to Connect Across Cultural Divides
Brigid A. Starkey

9. Learning to Exercise Power: Computers and Community Development
Antonia Stone

Notes

References

List of Contributors

Author Index

Subject Index

Related Subjects

Comparative Philosophy
Education
Social Context of Education
Science and Technology

34200/34201(PR//AV)

Related Titles


Sex Equity and Sexuality in Education	Integral Education	The Collaborative Construction of Pretend	Critical Perspectives on Early Childhood Education	Curriculum Differentiation
Principal Succession	Coloring outside the Lines	Free School Teaching	Struggling To Be Heard	Risk and Our Pedagogical Relation to Children