Advertisement

Invention and Intervention: Reimagining Educational Paradigms

  • Ellen McCabe
Chapter
Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Abstract

This chapter considers the manner in which educational processes can respond to the growth of digital culture and the role of technology within such a response. Creating an education system that prepares learners to function in our society as well as to realise the full potential of their own abilities requires nothing short of a complete revaluation of what it means to be knowledgeable, to be literate, to teach and to learn. While previously valued skills such as information retention and reproduction are continually undermined by technological advances and the subsequent ubiquity of information, others including problem-solving, critical thinking and collaboration are becoming increasingly valued. This chapter therefore explores the need for change at a systemic level. In particular it examines a departure from an appreciation of finished products or “learning objects”, towards an acknowledgement of process. Together with this it considers the need for students to move beyond a role as mere consumers of meaning becoming themselves creators of meaning.

Keywords

Reimagining educational paradigms: digital culture Multiliteracies Digital literacy Digital storytelling Internal and external learning Standardised testing Homogenous learning Creative learning Media manipulation Regimented learning systems Curriculum design Commodification of learning Learning technologies Constructivist learning Multimedia education Passive learning Educational reform 

Bibliography

  1. A framework for junior cycle. (2012). Retrieved June 15, 2015, from http://www.juniorcycle.ie/NCCA_JuniorCycle/media/NCCA/Documents/JC-Framework_FINAL_02oct12.pdf.
  2. Banaszewksi, T. (2005). Digital storytelling: Supporting digital literacy in grades 4-12. Georgia Institute of Technology. Retrieved March 4, 2015, from https://smartech.gatech.edu/bitstream/handle/1853/6966/banaszewski_thomas_m_200505_mast.pdf.
  3. Burgess, J. (2009). Hearing ordinary voices: Cultural studies, vernacular creativity and digital storytelling. In J. Hartley & K. McWilliam (Eds.), Story circle digital storytelling around the world (pp. 201–214). Chichester; Malden, MA: Wiley-Blackwell.Google Scholar
  4. Brown Ruzzi, B. (2005). Finland education report. Retrieved September 2, 2015, from http://www.ncee.org/wp-content/uploads/2010/04/Finland-Education-Report.pdf.
  5. Cazden, C., Cope, B., Gee, J., & Fairclough, N. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard. Educational Review, 66, 60–91.CrossRefGoogle Scholar
  6. Dewey, J. (1998). Experience and education. West Lafayette, IN: Kappa Delta Pi.Google Scholar
  7. Egan, K. (1989b). Teaching as story telling: An alternative approach to teaching and curriculum in the elementary school. Chicago, IL: University of Chicago Press.Google Scholar
  8. Eisner, E. W. (1991). Rethinking literacy. Educational Horizons, 69, 120–128.Google Scholar
  9. Feeney, A. (2018). SEC guidance re requirements for the completion of assessment tasks [pdf] (p. 1). Athlone: State Examinations Commission. Retrieved May 9, 2018 from https://www.examinations.ie/misc-doc/BI-EX-27838668.pdf.Google Scholar
  10. Finland: Slow and steady reform for consistently high results. (2010). The Organisation for Economic Co-operation and Development (OECD). Retrieved December 14, 2015, from http://www.oecd.org/pisa/pisaproducts/46581035.pdf.
  11. Haraway, D. (2010). A cyborg manifesto: Science, technology, and socialist-feminism in the late twentieth century. In I. Szeman & T. Kaposy (Eds.), Cultural theory: An anthology (pp. 454–471). Oxford: John Wiley & Sons.Google Scholar
  12. Joint committee on education and skills: Third level curricular reform. (2011). Houses of the Oireachtas. Retrieved October 10, 2014, from http://debates.oireachtas.ie/EDJ/2010/12/02/00004.asp.
  13. McDermott, R., & Erickson, F. (2000). A life with anthropology and education. In G. Spindler (Ed.), Fifty years of anthropology and education 1950-2000: A spindler anthology. London: Psychology Press.Google Scholar
  14. Ohler, J. (2008). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Thousand Oaks, CA: SAGE Publications.Google Scholar
  15. Postman, N. (2006). Amusing ourselves to death: Public discourse in the age of show business, 20th Anniversary Ed. New York, NY: Penguin Books.Google Scholar
  16. Robinson, K. (2011). Out of our minds: learning to be creative. London: John Wiley & Sons.Google Scholar
  17. Sahlberg, P. (2014). Finnish Lessons 2.0: What can the world learn from educational change in Finland? (2nd ed.). New York, NY: Teachers College Press.Google Scholar
  18. Smyth, E., Banks, J., & Calvert, E. (2011). From leaving certificate to leaving school: A longitudinal study of sixth year students. The Economic And Social Research Institute (ESRI). Retrieved March 2, 2014, from https://www.esri.ie/pubs/BKMNEXT195.pdf.
  19. Storytelling as a pedagogical approach for development education. (n.d.). Ubuntu Network. Retrieved from http://www.ubuntu.ie/our-work/ipps/storytelling/storytellingIPP.pdf.
  20. Sweeney-Burt, N. (2014). Implementing digital storytelling as a technology integration approach with primary school children. Irish Journal of Academic Practice, 3, 1–10.Google Scholar
  21. Wesch, M. (2014). From knowledgable to knowledge-able: Learning in new media environments. Academic Commons. Retrieved July 1, 2014, from http://www.academiccommons.org/commons/essay/knowledgable-knowledge-able.

Copyright information

© The Author(s), under exclusive license to Springer Nature Switzerland AG 2018

Authors and Affiliations

  • Ellen McCabe
    • 1
  1. 1.Huston School of Film & Digital MediaNational University of Ireland, GalwayGalwayIreland

Personalised recommendations