intended and unintended consequences of educational technology on social inequality pdf

Intended and unintended consequences of educational technology on social inequality pdf

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Evidence on Gender Equality / Women's Economic Empowerment through PSSN

Intended and Unintended Consequences of Educational Technology on Social Inequality

Current Trends (and Missing Links) in Educational Technology Research and Practice

Evidence on Gender Equality / Women's Economic Empowerment through PSSN

While much has been written in the field of educational technology regarding educational excellence and efficiency, less attention has been paid to issues of equity. Along these lines, the field of educational technology often does not address key equity problems such as academic achievement and attainment gaps, and inequality of educational access and opportunity. In this paper, we survey research regarding persistent inequality issues related to a educational access and b educational opportunity in the U. Furthermore, we discuss intended and unintended consequences of educational technology on social equality. We then conclude with a discussion of how educational technology researchers and practitioners should consider the broader social context in which their work is conducted and the intended and unintended consequences it might have on social inequality.

Intended and Unintended Consequences of Educational Technology on Social Inequality

Significant technological advances are being made across a range of fields, including information communications technology ICT ; artificial intelligence AI , particularly in terms of machine learning and robotics; nanotechnology; space technology; biotechnology; and quantum computing to name but a few. These breakthroughs are expected to be highly disruptive and bring about major transformative shifts in how societies function. The technological advances in question are driven by a digital revolution that commenced more than four decades ago. These innovations are centered on the gathering, processing, and analyzing of enormous reams of data emerging from the information sciences with implications for countless areas of research and development. These advances promise significant social and economic benefits, increased efficiency, and enhanced productivity across a host of sectors.


Intended and Unintended Consequences of Educational Technology on Social Inequality. Andrew A Tawfik,; Todd D Reeves.


Current Trends (and Missing Links) in Educational Technology Research and Practice

In , a sheet metal worker named Demetrio Rodriguez decided to file a lawsuit against the Edgewood Independent School District, a high-poverty district located just outside of San Antonio, Texas, serving a predominately Mexican American population. Rodriguez, the father of four children enrolled in the Edgewood district, was frustrated that the schools were dramatically underfunded and marred by dilapidated facilities and weak instruction. As part of his suit, Rodriguez joined 15 other parents who sued the state for an inequitable system of financing public schools. Rodriguez , eventually landed in the Supreme Court. The court struck down the case, arguing that education was not a guaranteed, fundamental right under the U.

Functionalists believe that education equips people to perform different functional roles in society. Conflict theorists view education as a means of widening the gap in social inequality. Feminist theorists point to evidence that sexism in education continues to prevent women from achieving a full measure of social equality. Symbolic interactionists study the dynamics of the classroom, the interactions between students and teachers, and how those affect everyday life. In this section, you will learn about each of these perspectives.

Intended and Unintended Consequences of Educational Technology on Social Inequality

The sociology of education is the study of how public institutions and individual experiences affect education and its outcomes.

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To date, the education community has largely focused on the different strategies to continue schooling, including lively discussions on the role of education technology versus distribution of printed paper packets. But there has been relatively little discussion about how to take advantage of the know-how and good practice developed from years of work in the humanitarian and global development sectors. Over the course of my career, I have had the privilege of helping to translate the disparate actions and approaches of teachers and program leaders on the ground into an established field of theory and practice on education in emergencies. Today, although the world has never seen a crisis quite like this, the field of education in emergencies has much insight to offer school systems around the globe. This especially applies to school districts across the U.

To date, the education community has largely focused on the different strategies to continue schooling, including lively discussions on the role of education technology versus distribution of printed paper packets. But there has been relatively little discussion about how to take advantage of the know-how and good practice developed from years of work in the humanitarian and global development sectors. Over the course of my career, I have had the privilege of helping to translate the disparate actions and approaches of teachers and program leaders on the ground into an established field of theory and practice on education in emergencies. Today, although the world has never seen a crisis quite like this, the field of education in emergencies has much insight to offer school systems around the globe. This especially applies to school districts across the U.

Discussion Papers. Benjamin M. Turner, Benjamin L. Caroline M.

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