The IRMA Community
Newsletters
Research IRM
Click a keyword to search titles using our InfoSci-OnDemand powered search:
|
Risky Media: Using Subversive Technologies in Education to Question Assumptions about Power, Teaching, and Assessment
|
Author(s): Matthew J. Kruger-Ross (Simon Fraser University, Canada)and Tricia M. Farwell (Middle Tennessee State University, USA)
Copyright: 2013
Pages: 19
Source title:
Social Media in Higher Education: Teaching in Web 2.0
Source Author(s)/Editor(s): Monica Pătruţ (Vasile Alecsandri University of Bacău, Romania)and Bogdan Pătruţ (Vasile Alecsandri University of Bacău, Romania)
DOI: 10.4018/978-1-4666-2970-7.ch014
Purchase
|
Abstract
This chapter seeks to critically examine and question common assumptions underpinning educators’ use and incorporation of technology in the classroom. Drawing upon transformative learning theory, the authors argue that incorporating technology in education cannot and should not be done without first questioning assumptions regarding power, teaching, and assessment. Technology is transforming education in expected ways, but can also transform education in unexpected, unexplored ways. Educators need to move beyond the quick fix of bulleted lists to explore the implications of technology in the classroom more fully.
Related Content
Agah Tugrul Korucu, Handan Atun.
© 2017.
18 pages.
|
Larisa Olesova, Jieun Lim.
© 2017.
21 pages.
|
JoAnne Dalton Scott.
© 2017.
20 pages.
|
Geraldine E Stirtz.
© 2017.
25 pages.
|
Enilda Romero-Hall, Cristiane Rocha Vicentini.
© 2017.
21 pages.
|
Beth Allred Oyarzun, Sheri Anderson Conklin, Daisyane Barreto.
© 2017.
21 pages.
|
Nikolina Tsvetkova, Albena Antonova, Plama Hristova.
© 2017.
24 pages.
|
|
|