What happens when a new social technology is imposed on the established social technology of the school? This book presents an unusual application of critical cultural analysis to a series of empirical case studies of educational uses of information and communication technologies (ICTs). Drawing on research conducted over a ten-year period in three different regions of the Anglo-American "developed" world, it examines themes arising from the struggle for the social spaces and emerging cyber spaces of schooling; the role of identity projects in educational change; and the paradoxes which arise from these processes. The resulting analysis offers a rich--and sobering--perspective on the rush to technologize classrooms.
What happens when a new social technology is imposed on the established social technology of the school? This book presents an unusual application of critical cultural analysis to a series of empirical case studies of educational uses of information and communication technologies (ICTs). Drawing on research conducted over a ten-year period in three different regions of the Anglo-American "developed" world, it examines themes arising from the struggle for the social spaces and emerging cyber spaces of schooling; the role of identity projects in educational change; and the paradoxes which arise from these processes. The resulting analysis offers a rich--and sobering--perspective on the rush to technologize classrooms.
This book delves into cutting-edge research, encompassing both theoretical and experimental aspects, as well as innovations in the domains of cyberspace and outer space security.
Computer-mediated communication offers opportunities for gay men toaffirm their identities in digital contexts. Many gay men have turned toonline journals, or "blogs," and internet-bound broadcasts,...
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