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Media and Education in the Digital Age

Concepts, Assessments, Subversions

Edited By Matteo Stocchetti

This book is an invitation to informed and critical participation in the current debate on the role of digital technology in education and a comprehensive introduction to the most relevant issues in this debate. After an early wave of enthusiasm about the emancipative opportunities of the digital «revolution» in education, recent contributions invite caution, if not scepticism. This collection rejects extreme interpretations and establishes a conceptual framework for the critical questioning of this role in terms of concepts, assessments and subversions. This book offers conceptual tools, ideas and insights for further research. It also provides motivation and information to foster active participation in debates and politics and encourages teachers, parents and learners to take part in the making of the future of our societies.
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Index

Index

2.0 classroom, 238, 240

Activity Theory, 204

Action research, 184, 342

Active learning, 170, 348

Adorno, T., 36

Amateur cultural and knowledge production, 287

Amateur media production, 287

Anderson, 80, 183

Appadurai, A., 276

Aronowitz, S., & Giroux, H., 31, 36

Attentional economies, 291

Aufderheide, 94, 106, 112

Authoring positions, 281

Barriers for integrating technology, 239, 241

Bartscherer, T. and Coover, R., 281, 292

Benkler, 72–73, 95

Berry, 345, 351

Big/large-scale science, 286

Bioremediation, 280

Borgman, Ch., 281, 285

Borgman, Ch., Wallis, J. C. and Enyedi, N., 285

Bourbaki, 65

Bourdieu, P., 32, 46

Bourdieu, P., &Passeron, J.-C., 32

Bowker, G. C. and Star, S., 285

Boyd, D., 46, 287

Buckingham David, 94, 234

Carlsson, 80

Caron, 82

Caronia, 82

Cassany, 240, 242

Castells, 42, 348

Censorship, 305, 307–308

Charles Davies, 65

Classification, 161, 285

Collaboration, 205–206

collaborative practices, 286

collaborative work in academic research, 285

transnational collaboration, 286

virtual collaborative laboratories, 287

Common Core State Standards Initiative, 71

Communicative perspective, 341

Community, 21, 55, 65, 68, 72, 76, 80, 91–92, 117–118, 120–123, 125–127, 135, 140, 149, 153, 160–161, 163, 203–204, 206, 208, 218–219, 227, 229, 233, 279, 290–291, 299–300, 302, 330, 343, 347–349

community-based expertise, 279

community informed research, 285

community inquiry/research, 278

community participation, 278

learning community, 150, 159–163

professional community, 284

school community, 218, 227, 299, 302

community connections, 96

community engagement, 96

community of practice, 159, 160–161

counterfeit communities, 122, 126

Competencies, 91, 93, 96, 98

Computational imaging, 282

Connexions, 71

Constructivist convention, 150–151

Context of interaction, 341

Cordier, 84, 88

Creative Commons License, 70

Critical pedagogy, 14, 283

Critical reflection, 94, 189, 319, 336

Cuban, 64, 240–241

Cuilenburg, 84

Cult of Individualism, 120

Curricula, 20, 24, 69, 72, Cyberculture, 11, 347

Cyberspace, 11, 123, 149, 347

Dahlgren, P., 27

Dale, G., 36

Davies and Merchant, 240

Davis, L., 63, 73

Teacher’s beliefs, 21, 23

DeBoer, G., 276

Deficit model, 278

Democratic, 21–35, 275–292

democratic citizenship, 276

democratic society, 23, 277

Dialogic multimodal practices, 291

Digital, 44, 48–58, 64, 68–72, 77, 79–83, 88–109, 115, 223, 226, 230, 233, 234–236, 238–239, 243–255, 270, 275–279, 281, 284–285, 287–291, 304–312, 315–325, 327–328, 332, 341, 345–346, 348, 350–351, 356

digital age, 77–79, 83–88, 92–94, 99–100, 103, 200–201, 239, 288, 305, 318, 326, 346, 347, 3, 54

digital divide, 44, 46, 50, 52, 54–58, 180, 239

digital games, 167, 169, 170, 176, 177

digital immigrant, 101, 239, 255

digital inequality, 41–51

digital introduction, 315, 316, 320, 323

digital literacy, 46, 54, 56, 58, 82, 88, 102, 105, 106, 107, 114, 115, 132, 142, 144, 148, 185

digital natives, 79

digital technologies, 132, 280

Disruption, 309, 310, 315

Diversity, 34, 84–85, 204, 333, 337

Durst, A., 293

Dutton, W. H. and Jeffreys P.W., 281

‘E.escolinha’ programme, 215

EduCAT1x1, 237, 242–245, 249, 251

Education, 19–33, 53, 57, 64, 77, 105–115, 131

Educators, 19–20, 29

as political actors, 24, 27, 29

as citizens, 26, 119

E-learning, 149, 155

Empowerment, 78, 81, 87, 94, 163, 218, 233

Engagement, 55, 138, 178

Epistemology, 293, 294

epistemic and communication tools, 291

epistemology engine, 282

epistemological understanding of models, 284

Epstein, S., 279

Escuela, 238, 242

Facebook, 51, 97, 100, 110, 111, 112, 113, 114, 159, 162, 252, 253, 286, 350

Feenberg, 350, 353, 354

Ferneding, K. A., 75, 115, 214

Flow, 171, 178, 179

frau-Meigs, 80, 88

Free and Open-Source Software (FOSS), 341, 342

Freedman, 83, 88

Free market (see also ‘ideology’), 25–32

Free Software Foundation, 349, 355

Galison, P. L., 293

Games, 49, 82, 122, 147, 167–173, 176–178, 180–181, 183–194, 196, 199–201, 225–226, 231–232, 295, 297, 300, 302, 305–306, 309–310

digital games, 167, 169, 176–177

serious games, 167, 169

game based learning, 168, 172, 176

Gammon, E., 22

Gee, P., 132

Giddens, A., 34

Gilbert, J. K. and Boulter, C., 284

Globalization, 54, 56, 122, 215, 281, 286

global capitalism – (see also ideology)

global citizenship, 288–289

global economy, 33–34, 288

Graphic vectorial design, 342

Godfrey-Smith, P., 283

Gross, A.G., 278

Guillmor Dan, 351

Hall, 244

Haraway, D., 282

Harding, S., 282

Health education program, 167, 169–171

Hegemony, 34, 78, 121

Helsper, E.J. and Eynon, R., 42, 168–169

Hodkinson, 77

Hodson, D., 276

Horkheimer, M., &Adorno, T. W., 36

ICTs, 48–49, 51, 54, 218, 230

ICTs skills, 48–50

Identity, 122–124, 159, 161–163, 165, 185, 200, 259, 286, 292, 296–297, 315–316, 321, 323, 325–326, 347

Ideology – (see also free market, global capitalism, technological determinism)

Ihde, D., 282–283

Imaging – scientific imaging, 282–283

Information, 43–44, 53–62, 76, 79, 83, 88, 91, 102–103, 147, 178–179, 181, 203, 214, 221, 236, 292–293, 313, 353–354

information literacy, 17, 77–78, 80, 83, 90

Infrastructure, 208, 213, 228, 230, 231, 245, 285

Innovation, 60, 69, 108, 138, 142, 144, 203, 207–210, 212–213, 287–288, 320, 324, 343, 346, 347–348, 352

Inquiry, 179, 293

community inquiry, 278

independent inquiry, 291

inquiry-based education, 279

inquiry learning, 277

open-ended inquiry, 285

open inquiry projects, 285

organization of inquiry, 286

self-determination of the direction and scope of inquiry, 288

Interactive documentaries, 279, 281

Interactivity, 168, 172, 250, 322, 347, 351

Interest-based groups, 287

Internet, 49, 54, 63, 68, 75, 84–87, 89, 95, 101, 103, 123, 142, 147, 178–181, 189, 203–204, 208–209, 216, 218, 221–222, 225–226, 228–232, 243, 247–248, 250, 252–253, 271, 277, 289, 291–292, 294, 305, 312–313, 325, 330, 341, 345, 347–348, 350, 352–355

Interpretive practice, 282–283

Isomorphic vestiges, 283

Ito, M., 102

Ito, M. et al., 200

Jacquinot-Delaunay, 88

Jenkins, 339

Jenkins, H, 89, 102, 147, 200, 214, 339

Knowledge, 46, 63, 65, 67, 70–71, 77–78, 81–83, 93, 103, 105, 107, 119, 132–133, 140, 143, 147, 150–153, 156–157, 160–161, 163, 168, 170–172, 185, 203–205, 209–210, 212–213, 216, 227–228, 231, 246, 250, 254, 268, 275–288, 290–292, 295, 298, 304, 307, 308, 317–320, 323, 327–331, 336–338, 343–346, 348, 350, 352–353

collaborative knowledge, 294

expert knowledge, 284

knowledge generation evaluation and legitimation, 291

knowledge creation/ production, 275–276, 281, 286

knowledge economy, 79, 286

lay knowledge, 287

local knowledge, 279, 324

intimate knowledge, 289, 291

modes of knowledge, 275, 286

participation in knowledge creation, 275, 292

personal knowledge, 288

politics of knowledge, 275, 276, 284, 288

prescribed knowledge, 275

publicness of knowledge, 290

reliable knowledge, 277

situated knowledge, 329

status and limits of available knowledge, 291

Knuuttila, T., 283

Küppers, G., Lenhard, J. and

Shinn, T., 282

Lanier J., 350

Lasswell, H. D., 20

Learning, 49, 54, 66, 70–71, 76, 81–84, 88–89, 91–94, 96–97, 100–104, 115, 131–134, 136, 138, 140–142, 145–147, 149–163, 167–173, 175–177, 180–181, 184–185, 199, 201, 203–206, 209–214, 216–219, 222– 226, 229–235, 237–243, 245–247, 249–251, 253–255, 270–271, 275–277, 279, 288, 292, 294–296, 300–301, 311–312, 315, 317–318, 320–321, 323–324, 325–326, 327–333, 335–339, 340–347, 351, 354

inquiry learning, 277

learning curve, 342

learning experiences, 149, 290, 336

learning network, 279

learning community, 150, 159–163, 205, 210, 212, 291

learning environment, 140, 157, 162–163, 172, 206–208, 244, 251, 280, 319, 343, 352

learning institutions, 288

learning processes, 96, 290

models of learning, 279

scientific learning, 283

standards of learning, 292

technologies for learning, 279

virtual learning environments, 246, 285

learning situation, 288

learning tool, 149, 156, 157, 159, 167, 169–170, 199

Lessing, 346, 354

Lévy, 164, 345, 354

Licences, 349, 352

Linux, 355

Literacy/literate, 33, 34, 56–59, 77, 78, 80, 91–98, 105–106, 114, 187, 278, 317, 319

Livingstone, S., 103, 147, 180

Loicq, 17, 77, 78, 85, 89

Lunt, 83, 89

Lyotard, J.-F., 30

Marcuse, H., 24

Marginalized, 118, 119, 217

McQuail, 85–86

Meaningful learning experiences, 149–150, 153, 163

Media, 17–18, 44, 46, 54–55, 57–58, 61, 77–78, 80, 82–83, 88–91, 99, 102–103, 106, 109, 115–117, 135, 137, 141, 144, 147, 178, 180, 200–201, 213–214, 235, 275, 279, 293, 295, 312, 325–326, 338, 351, 353–354

Media education, 77–78, 80, 83, 86–88, 101–102, 339

computer games, 168, 170, 172, 176, 181, 183, 186, 189, 191, 234, 252, 298, 312

storytelling, 200, 203, 339

writing, 55, 67, 82, 99, 112, 144, 157, 190, 231, 239

virtual, 117–118, 125–127, 133, 149, 161–163, 183–184, 187, 199, 201, 244, 251, 281, 283, 287, 288, 301, 303–304, 312–313, 354

new literacies, 57, 103, 184–185, 295–297, 312

video games, 168, 177, 183, 203, 234, 312

context, 224

children, 55, 57, 142, 144, 172, 174, 180–181, 197, 203, 269, 270

Media literacy, 46, 78, 80, 82, 88, 91–92, 94–104, 106–107, 114–115, 131–132, 134, 136, 139, 141, 144, 145–146, 216, 235, 286

Mediation, 133

Metaphors, 282

Microsoft, 68, 344, 351

MIL : Media and Information Literacy, 33, 77–78, 80, 83

Miller, 83, 89, 98, 101

Minecraft, 296, 299–306, 309–310, 313

Minkkinen, 80, 89

MMORPG, 118, 122, 126

Modeling, 281–282, 284

Morrison, M. and Morgan, M., 283

Mouffe, C., 37

Multiliteracies, 300, 312, 318, 326

Napoli, 85, 86, 89

National Association of Media Literacy Education, 107

Net generation, 168, 179

Networked media, 275, 287–288

Networks, 74, 87, 96, 99, 101, 107, 111, 118, 126, 140, 158, 162, 275, 279, 281, 284, 287–289, 326, 329–330, 347–348, 351–352

New literacies, 57, 103, 184–185, 295–297, 312

Newson, J. A., 23

Observation, 59, 92, 137, 152, 154, 160, 280

Olson, G.M., Zimmerman, A. and Bos, N.

One Laptop Per Child – OLPC, 56, 203, 238

One-to-one laptop programme, 242, 245, 254–255

One-to-one technologies, 204

Open culture OR: Open educational resources, 70–71

Open source, 350

Open Source Initiative, 349, 356

Oral history, 290

Paterson, 86, 89

Pedagogy, 74, 322

for global participation, 284

models, 75, 78, 91–92, 94, 100–101, 149, 185, 187, 191, 193, 279–280, 282–284, 286, 293, 299, 342, 348–349, 354, 356

dualist pedagogy, 25, 27

Perez Tornero, 88

Pfaffenberger, 346, 349

Picard, 108, 116

Piette, 78, 80, 89

Pilot study, 243, 341–343

Pischetola Magda, 35, 203, 209–210

Pluralism, 77–78, 83–87

Polanyi, K., 22

Prensky, M., 103, 180, 256

Preservice teachers, 320

Privative software, 35, 341–351

Problem solving, 205–206, 209, 212, 247, 322

Public intimacies, 289

Public understanding of science, 278–279

Putnam, Robert, 117–125

Qualitative method, 35, 150, 153, 207

Race to the Top, 69, 76

Raponi, G. and Boselli, A., 280

Raymond Eric, 346–349

Rebillard, 85–86, 89

Reflexivity, 319, 324

Representation, 78, 85, 121, 126, 151, 154, 171, 189, 190, 282, 283, 293–294, 315–316, 319–323, 326

Research, 18, 43, 48, 53–54, 58, 63, 68, 75–76, 101, 103, 115, 131, 147, 177–180, 200–201, 207, 213–214, 236–237, 241, 256, 272, 275–276, 293–295, 306, 312, 338–339, 353–355

Rudolph, J. L., 76

Rushkoff, 344–345, 349, 351, 354

Russell, B., 23

School, 44, 48, 50–56, 64–65, 68, 71, 75, 77, 79, 82–83, 87–88, 102, 115, 119, 131, 133, 137–138, 140–141, 144–145, 154, 158, 167–173, 176, 181, 183–184, 187, 189, 203, 205–227, 229–235, 238–239, 241–242, 244, 245, 252, 255, 257, 264, 266, 275, 277, 279–281, 288–290, 295–296, 298–312, 317, 324, 326, 344–345

Schwarz, Ch., 284

Secondary classroom, 238

Secondary school, 53, 56, 68, 238, 242, 279–280, 295–300, 310–311

Selwyn Neil, 46

Serres, 84, 89

Silvestri, G., 280

Simulation, 18, 183, 275, 293–294

critical pedagogy of simulation, 283

Slack, J. D., 26

Social Capital, 117, 119, 124, 126

Social media, 55, 77, 91–93, 97, 122, 276, 305, 315, 319, 347, 350

Social networks, 53, 55, 88, 98, 101, 105, 109–114, 118–119, 125, 135, 140, 160, 226, 252, 347, 350, 352

Social participation, 233, 276

Software Alliance, 343

Software piracy, 343

Source code, 341, 346–347, 349, 351–352

Sources of information, 105, 111, 114, 281

Stallman Richard, 349

Standards, 64, 67–68, 71–74, 109, 277–278, 283, 285, 302

abrupt standardization, 285

content standards, 66, 284

standards-based approaches to

learning, 275

standards-based education, 275, 277, 292

standards-based ideology, 277

standards-based reform, 277, 288

standards-based schooling, 288

Stanford, P.K., 284

Students, 45, 49–52, 54–56, 63–73, 80, 82–84, 87–88, 91–93, 96–98, 100–103, 107, 112–114, 119, 136–137, 143, 145–146, 149–150, 153, 155–159, 160–163, 168, 172, 178–179, 181, 186, 188–189, 190, 199, 204–205, 209–211, 214–218, 221, 223, 225–227, 229–235, 238–255, 266, 275–277, 279–291, 295–310, 312, 315–317, 319–324, 326–352

Subjectivity, 138, 275, 292

Surveillance, 284, 287, 348, 350, 352

Svampa, M. and Antonelli, M., 279

Synaesthesia, 318, 319, 322

Systemic qualitative analysis method, 154

Teachers, 18, 48–49, 54, 66, 68, 72, 74–76, 177, 209, 215, 223, 225, 232, 237, 240, 251, 259, 280, 285, 309, 312, 325, 342

teachers training, 234, 254

teachers’ mediating roles, 285

Teaching practices, 55, 240–251

Technology, 52–57, 64, 68–69, 72, 79–80, 99, 102, 108, 116–118, 124, 126, 139, 141, 149, 161, 168–170, 178, 203–205, 207–219, 223–224, 226, 229, 231, 233–235, 238–242, 244–246, 249, 251, 254–256, 269–270, 275, 277–278, 282, 289, 292, 294–299, 302, 307, 308–316, 318, 323–327, 330, 332–334, 336–338, 341, 344–347, 349, 355

techno-enthusiast, 257

technological determinism, 28, 34, 96, 169, 238

technology and education, 26, 167, 169, 237, 341

Technological Plan for Education, 216–219

Television, 109, 111, 121, 259, 325

Thagard, P., 286

Theoretical practice, 283

Thomas, M., 104, 256

Thompson, 177

Training, 120, 139, 144–146, 149–150, 155–163, 170, 198, 203, 211–213, 216, 219–221, 223, 225–226, 228–229, 231–232, 235, 241–243, 252, 254, 342, 344

Um Computador por Aluno– UCA, 203–204, 208

Underlife, 295–298, 300–302, 304–312

UNESCO, 77–78, 80–81, 83, 88–89, 90, 278, 294

US National Science Foundation, 66

Van der wurff, 86, 90

Varnelis, K., 287

Vertical socialization, 278, 291

Videogames, 168, 177, 234, 312

Virtual, 125, 178, 183, 200

virtual Communities, 118, 124, 126, 161, 164

virtual learning environments, 246, 285

virtual Social Capital, 117–118, 122, 124, 126

Visualization, 345

Walsh, J.P. and Bayma, T., 286

Walsh, J.P. and Maloney, N.G., 286

Warschauer Mark, 46

Weaver, K.R., 37

Wikibooks, 71–73

Winston, B., 26

YochaiBenkler, 72, 95, 287

Yoon, 81, 90

Youdell, D., 20, 34