06 SES 02, Media Environments: Discourses and contexts
A main aim of this project is to identify the dominating arguments and discourses in the area of ICT and learning 30 years after computers were introduced in education on a broad basis. This includes a closer look at the ideas and reflections underpinning them. At the centre of the analysis are editorials of the Nordic Journal of Digital Literacy, an open access scholarly journal published by The Norwegian Centre for ICT in Education. The Centre operates under the authority of the Norwegian Ministry of Education and Research, and it’s mission is and has been to implement government policy within the area of ICT and learning. In the project references are made to analysis of Norwegian curricular texts and governmental papers, but it will also build on international perspectives represented by Neil Selwyn, Larry Cuban, John Olson, Sonia Livingstone and others.
The project is part of a larger project with a common goal of providing an overview and summary of the initiatives taken to implement ICT in education, and thereby provide a platform for choices and stances for future policies in this area. To our knowledge there hardly exist any ambitious and encompassing analysis of policies in this area and their effects, in Norway nor internationally.
In addition to the the dominating arguments and discourses the main project focuses the leading initiators and providers of ideas and strategies (researchers, politicians, bureaucrats), the magnitude of investments and at last the results, how they are documented, the methods to do so and how they are framed as issues of cause and effects, motivations and intentions. To some extent these different parts of the project are intertwined, making the analysis a rather complex matter. Despite the complexity, our intention is to detect patterns of ideas and how these ideas are chained and connected to a form a more consistent and convincing set of arguments. This way we might be able to describe some dominating discourses in the field. These descriptions will to some extent be dependent on analysis of who the leading actors are and their networks. The journal covers a limited period, from 2006 onwards, but will be related to the mentioned analysis of curricula and governmental papers from the whole period of 30 years. Different aspects will be focused:
What seems to be the main references concerning ideas, theoretical perspectives, actors and networks.
What turns out to be the key concepts, arguments and ideas?
How do they evolve and change over time?
What political and economical mechanisms and phenomena do they correspond to?
To what extent is it possible to describe distinct discourses?
How does this Norwegian discourse relate to international discourses in the same period?
Chouliaraki, L. & Fairclough, N. (1999). Discourse in late modernity. Rethinking critical discourse analysis. Edinburgh: Edinburgh University Press. Cuban, L. (1986). Teachers and machines. The classroom use of technology since 1920. New York: Teachers College Press. Cuban, L. (2001). Oversold and underused. Cambridge, Mass.: Harvard University Press. Koselleck, R. (2004). Futures past. On the semantics of historical time. New York: Columbia University Press. Lindblad, S. (2014). Observations on European Education and Educational Research: the European Educational Research Journal at work, 2002-2014. European Educational Research Journal 13(4). Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education, 38 (1), 924. Olson, J. (2000). Trojan horse or teacher’s pet? Computers and the culture of schools. Journal of Curriculum Studies, 32 (1), 18. Selwyn, N. (2010). Looking beyond learning: notes towards the critical study of educational technology. Journal of Computer Assisted Learning, 26(1), 65–73. Selwyn, N. (2011). Schools and Schooling in the Digital Age. A critical analysis. Oxon: Routledge. Wetherell, M., Taylor, S. & Yates, S. J. (2001). Introduction. In M. Wetherell, S. Taylor, & S. J. Yates (eds). Discourse theory and practice. A reader, (1–8). London: Sage.
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