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Researching with heart in ed-tech: what opportunities does the socially indeterminate character of technical artefacts open up for affirming emergent and marginalized practices?
In this chapter I draw upon theoretical concepts broadly consistent with a sociocultural view of technology to discuss a series of observations about emergent digital practices and school learning, and to raise implications for ed-tech research. Specifically, I seek to claim some space for—and to argue the merit of—“close-up” studies of the actual (Selwyn, 2010): studies that seek to document the diversity of doings that comprise technology use by young people in and out of school.
History
Title of book
Critical perspectives on technology and educationSeries
Digital Education and LearningChapter number
9Pagination
141 - 161Publisher
Palgrave MacmillanPlace of publication
New York, N. Y.ISBN-13
9781137385444ISBN-10
1137385448Language
engPublication classification
B1 Book chapter; B Book chapterCopyright notice
2015, Palgrave MacmillanExtent
14Editor/Contributor(s)
S Bulfin, N Johnson, C BigumUsage metrics
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