Critical Digital Citizenship: A Call to Action for Educators and Educational Researchers
- 28 Downloads
This chapter explores what a consideration of the manner in which design influences social experiences online might mean for educational researchers, educators, and pupils. The chapter begins by critiquing the current approaches towards technology in education, particularly highlighting the one-size-fits-all model of technology in classrooms, the creeping ‘data gaze’ in education, and the attempts to present and view technology as apolitical. The chapter finishes by summarising how Comic Theory (presented in Chap. 6 of this book) can help understand the interactions of young people online in a nuanced and careful manner. To echo Larkin’s (2008, 3) words, ‘what media are needs to be interrogated, not presumed’. This holds true for education and for our understanding of media writ large. It is hoped that Comic Theory presents a method through which this interrogation can take place.
KeywordsComic Theory Educational technology MOOCs Interactive whiteboards Clinicalisation Data gaze Datafication Educational bureaucracy
- Blank, G., & Dutton, W. H., With Lefkowitz, J. (2019). Perceived threats to privacy online: The internet in Britain. Oxford Internet Survey 2019. Oxford Internet Institute, University of Oxford.Google Scholar
- Cottom, T. M. (2017). Black CyberFeminism: Ways forward for intersectionality and digital sociology. In J. Daniels, K. Gregory, & T. McMillan Cottom (Eds.), Digital sociologies. Policy Press: London.Google Scholar
- Despujol, I. M., Turro, C., Busqueis, J., & Canero, A. (2014). Analysis of demographics and results of student’s opinion survey of a large scale MOOC deployment for the Spanish speaking community. In Proceedings of Frontiers in education conference (pp. 1–8). Madrid, Spain.Google Scholar
- Foucault, M. (1979). The history of sexuality (Vol. 1). London: Allen Lane.Google Scholar
- Goffman, E. (1959). The presentation of self in everyday life. London: Allen Lane.Google Scholar
- Gopal, P. (2017). Yes, we must decolonise: Our teaching has to go beyond elite white men. Accessed 09/2019. https://www.theguardian.com/commentisfree/2017/oct/27/decolonise-elite-white-men-decolonising-cambridge-university-english-curriculum-literature
- Gov.UK. (2019). Statutory guidance National curriculum in England: computing programmes of study. Published 11 September 2013. Access 09/2019. https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study/national-curriculum-in-england-computing-programmes-of-study
- Iniesto, F., & Rodrigo, C. (2016). A preliminary study for developing accessible MOOC services. Journal of Accessibility and Design for All, 6(2), 126–150.Google Scholar
- Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory. Oxford University Press.Google Scholar
- Loren, T. (2019, March 14). The hottest chat app for teens is … Google docs. The Atlantic. Access 09/2019. https://www.theatlantic.com/technology/archive/2019/03/hottest-chat-app-teens-google-docs/584857/
- OFCOM. (2019, February). Children & parents: Media use and attitudes report 2018. OFCOM. Accessed 08/2019. https://www.ofcom.org.uk/research-aChildren and parents: media use and attitudes report 2018nd-data/media-literacy-research/childrens/children-and-parents-media-use-and-attitudes-report-2018.
- OECD (2013). New sources of growth: Knowledge-based capital: Key analyses and policy conclusions: Synthesis report. Retrieved from https://www.oecd.org/sti/inno/knowledge-based-capital-synthesis.pdf
- Privacy International. (2019). No body’s business but mine: How menstruation apps are sharing your data. Access 09/2019. https://www.privacyinternational.org/long-read/3196/no-bodys-business-mine-how-menstruation-apps-are-sharing-your-datas.
- Rowe, E. (2019). Capitalism without capital: The intangible economy of education reform. Discourse: Studies in the Cultural Politics of Education, 40(2), 271–279.Google Scholar
- Spring, J., & Picciano, A. G. (2013). The great American education-industrial complex: Ideology, technology, and profit. London: Routledge.Google Scholar
- Strauss, V. (2018). Teachers are now being asked to punch time clocks. What does that mean for their profession?. Retrieved from https://www.washingtonpost.com/news/answer-sheet/wp/2018/03/04/teachers-are-now-being-asked-to-punch-time-clocks-what-does-that-mean-for-theirprofession/?utm_term=.57738f160db4
- Zhao, X., Lampe, C., & Ellison, N. B. (2016). The social media ecology: User perceptions, strategies and challenges. In Proceedings of the 2016 CHI conference on human factors in computing systems (pp. 89–100). ACM.Google Scholar