By-passing teachers in the marketing of digital technologies: the synergy of educational technology discourse and new public management practices

McGarr, Oliver; Engen, Bård Ketil

doi:10.1080/17439884.2021.2010092

Cited by 11 publications

(1 citation statement)

References 25 publications

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“…The progressive developmental pedagogic curriculum rationale is evident in justifications for coding as an important life skill in a digitally competent world. In 2015, the EU Commission proclaimed computer programming as a literacy of our time in order to deal with 21st‐century skills: problem‐solving, collaboration and analytical thinking (McGarr & Engen, 2022). Notably, while the focus on the intellectual merits of learning to code is still present, the labelling of coding as being an important literacy or 21st‐century skill legitimises its introduction in a more concrete manner.…”

Section: Computer Science In Schools: the Second Wave Of Interestmentioning

confidence: 99%

Justifications for the study of computers on the curriculum: Neo‐vocational ideology veiled in progressive educational discourse

McGarr,

Engen

2024

Euro J of Education

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Interest in the study of computer technology in schools (often in the form of Computer Science subjects or coding initiatives) is seen to have undergone two waves of interest, one in the late 1970s/early 1980s and the other more recently since about 2010. Through a historical exploration of the rationales for the study of computer technology in schools in both the first wave and the second wave, this paper aimed to explore the various curriculum ideologies underpinning their justification. In doing so, the paper highlights the chameleon‐like nature of this change agenda in aligning with contemporary trends to advance the study of computer technology on the curriculum. The paper argues that current manifestations of the study of computer technology in schools are at odds with broader curriculum reform goals and international policies and raises questions about students' access to such knowledge.

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Section: Computer Science In Schools: the Second Wave Of Interestmentioning

confidence: 99%

Justifications for the study of computers on the curriculum: Neo‐vocational ideology veiled in progressive educational discourse

McGarr,

Engen

2024

Euro J of Education

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Exploring teachers' strategies for navigating compulsory digital transformations in Danish primary and lower secondary schools

Laursen

2024

British Educational Res J

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This study employs Bourdieu's theory of practice to analyse 31 interviews with teachers, principals and administrators. I explore the strategies teachers use to handle the mandatory enactment of a Learning Management System (LMS) in Danish primary and lower secondary schools. Teachers are categorised into three groups: those mainly focused on teaching, those with digital responsibilities and those representing the Danish Teachers' Union. The findings reveal three distinct strategies adopted by these groups of teachers. Firstly, teachers solely focused on teaching developed a strategy of resistance, avoiding the use of the LMS in their daily teaching. In contrast, the other two groups of teachers responded to the changes by accumulating either digital or managerial capital to enhance their skills. This latter strategy positioned them as key figures in the eyes of local management, preparing them for advancement. Furthermore, since enhancing skills entails collaborating closely with management, it naturally leads these teachers to support the enactment of the LMS through their actions in the schools. The findings contribute to theoretical development and provide insights into teachers' practices when required to enact change in school.

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Managing Technology Integration for Teaching Strategy: Public School Educators’ Beliefs and Practices

Muhamad,

Huda,

Hashim

et al. 2024

Lecture Notes in Networks and Systems

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By-passing teachers in the marketing of digital technologies: the synergy of educational technology discourse and new public management practices

Cited by 11 publications

References 25 publications

Justifications for the study of computers on the curriculum: Neo‐vocational ideology veiled in progressive educational discourse

Justifications for the study of computers on the curriculum: Neo‐vocational ideology veiled in progressive educational discourse

Exploring teachers' strategies for navigating compulsory digital transformations in Danish primary and lower secondary schools

Managing Technology Integration for Teaching Strategy: Public School Educators’ Beliefs and Practices

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