Conceptualising technology practice in education using Bourdieu's sociology

Beckman, Karley A; Apps, Tiffani L; Bennett, Sue; Lockyer, Lori

doi:10.1080/17439884.2018.1462205

Cited by 39 publications

(35 citation statements)

References 55 publications

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“…À medida que a tecnologia digital continua a crescer exponencialmente, as instituições educativas sentem uma pressão constante para superar a obsolescência da tecnologia que dispõem e, ao mesmo tempo, solucionar problemas de não acesso (e até de exclusão) à tecnologia, de muitos dos seus alunos (BECKMAN, et al, 2018). As escolas debatem-se com as condições que elas têm para implementar uma aprendizagem baseada em tecnologia digital (PURNOMO; KURNIAWAN; ADI, 2020).…”

Section: Enquadramentounclassified

Processos de comunicação digital no sistema educativo português em tempos de pandemia

Nobre

Mouraz

Goulão

et al. 2021

RPE

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A pandemia da COVID-19 está a provocar alterações a diferentes níveis e o setor da educação não ficou imune. O afastamento social que se impõe afetou a forma de vivenciar a relação pedagógica, com implicações nos processos de ensino e aprendizagem. A noção de espaço físico de sala de aula deu lugar a uma fronteira fluida onde os artefactos digitais ocupam um lugar de primazia, pois foi necessário reinventar uma cultura de face a face numa cultura mediada pelo digital. Para responderem a esta transição os professores tiveram que rapidamente alterar e alterar e adaptar estratégias diferenciadas. A Universidade Aberta, em parceria com o Ministério da Educação de Portugal, desenhou e ministrou um curso de formação para a docência digital em rede, com o objetivo de promover, nos professores do ensino não superior, competências na área da educação a distância. Este texto centra-se especificamente nas formas de comunicação entre os elementos da comunidade educativa criadas pelas escolas e cujos representantes participaram no referido curso. Os dados recolhidos provêm do referido curso de formação em que participaram cerca de 2300 professores e diretores de 756 agrupamentos e escolas não agrupadas de todo país. Seguindo uma metodologia qualitativa, com base na análise de conteúdo temática, centramo-nos na dimensão da comunicação evidenciada nos trabalhos finais que assumiram o formato de planos escolares, realizados colaborativamente. A análise permitiu identificar os mecanismos de garantia de ocorrência das comunicações, avaliar a eficácia dos meios mobilizados e relacionar os processos comunicativos com o sentimento de pertença à comunidade educativa.

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Section: Enquadramentounclassified

Processos de comunicação digital no sistema educativo português em tempos de pandemia

Nobre

Mouraz

Goulão

et al. 2021

RPE

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“…Drawing on Bourdieu, education scholars argue that classbased experiences in early life have lasting effects on how children and youth interact with educational institutions. Children possessing the right dispositions and interactional skills-what Bourdieu calls habitus or embodied cultural capital-navigate education systems more easily, resulting in greater opportunities and higher achievement (Beckman et al 2018;Gaddis 2013;Lareau 2003;Weininger and Lareau 2018). Crucially, Bourdieu conceives of habitus as being deeply ingrained such that it operates pre-reflectively and "without presupposing a conscious aiming at ends" (Bourdieu 1990:53;cf.…”

Section: Automatic Cognition In Sociologymentioning

confidence: 99%

Measuring Automatic Cognition: Advancing Dual-Process Research in Sociology

2019

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Dual-process models are increasingly popular in sociology as a framework for theorizing the role of automatic cognition in shaping social behavior. However, empirical studies using dual-process models often rely on ad hoc measures such as forced-choice surveys, observation, and interviews whose relationships to underlying cognitive processes are not fully established. In this article, we advance dual-process research in sociology by (1) proposing criteria for measuring automatic cognition, and (2) assessing the empirical performance of two popular measures of automatic cognition developed by psychologists. We compare the ability of the Brief Implicit Association Test (BIAT), the Affect Misattribution Procedure (AMP), and traditional forced-choice measures to predict process-pure estimates of automatic influences on individuals’ behavior during a survey task. Results from three studies focusing on politics, morality, and racial attitudes suggest the AMP provides the most valid and consistent measure of automatic cognitive processes. We conclude by discussing the implications of our findings for sociological practice.

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“…Bourdieu's theory of practice is not only a description of the behavior itself or a practical tool , but a recognition of the meaning of structured activities behind the behavior. Bourdieu conceptualizes digital technology as a social tool, including the background, use, and nature of artifacts, which will help to understand the interrelationship between technology and practice, technology and individuals, and individuals and the environment (Beckman et al,2018). He envisioned that the technical practice includes not only the use of technology, but also the society and culture, and system structure relationship in the process of using technology (Schreiber et al,2013).…”

Section: Relationshipmentioning

confidence: 99%

From Offline to Online: A Study on the Practice of Learners' Self-Regulated Learning Based on Bourdieu's Theory

2019

EJBM

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At present, the migration of learners from offline classroom to online learning space faces the problem of high dropout rate. Previous research suggested that self-regulated learning practice is a key factor affecting the effectiveness of online learning, but the research on the driving causes of self-regulated learning is still in the exploration stage. In the study, the impact on self-regulated learning practice is investigated. Based on the practice theory of Bourdieu, a large number of interviews was conducted by the grounded theory methodology. The results indicated that the impact on learners' self-regulated learning practice was accomplished by four aspects, i.e., online field structured, capitals reproduced, new habitus generated and practice of self-regulated learning. The managerial implications from our study are discussed finally. IntroductionThe development of the internet has prompted online courses to be popular and many people have migrated to online to learn. Online learning is conducted in an open virtual cyberspace, including teacher customized teaching, anonymous interaction between teachers and students, and online innovative course assessment and so on. Unlike traditional learning where students learn synchronously, students who study online have more opportunities and access to obtain additional resources (Artino&Jones,2012;Schrum,2000). As one of the representative products of technical practice in education, MOOC has accelerated the pace of individualized independent learning development with advanced digital means and diverse digital resources. However, the dropout rate in MOOC is very high. Statistics show that only about 8.56% of MOOC learners have completed the course study (Lin Jiang et al.,2013). Success in an online learning environment depends on a students' ability to engage in the learning process actively and autonomously (Wang,Shannon&Ross,2013). Wu proposed that the failure of the online class is that the accessibility of knowledge is higher than the learners' adaptability. With the evolution of Web2.0 and Web3.0 technologies, the learning behavior of a new generation of learners presents differently, and it is a need to summarize the characteristics of such learning activities and understand what factors driving learners to engage. Knowles(1975) defined self-regulated learning as a series of learning processes in which learners voluntarily clarify their own learning needs to develop learning objectives, find learning resources, practice learning strategies, and evaluate learning outcomes. Previous research has demonstrated that online selfregulated learning has a positive impact on learning outcomes (Bernacki et al.,2011).Hood et al.(2015reported that self-regulated learning plays in supporting role in online learning. The further research verified that knowledge context and current role can influence the formation of learners' self-regulated learning characteristics (Hood et al.,2015). Broadbent et al. (2015)have fond that time management, metacognition, effort regulation, ...

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Conceptualising technology practice in education using Bourdieu's sociology

Cited by 39 publications

References 55 publications

Processos de comunicação digital no sistema educativo português em tempos de pandemia

Processos de comunicação digital no sistema educativo português em tempos de pandemia

Measuring Automatic Cognition: Advancing Dual-Process Research in Sociology

From Offline to Online: A Study on the Practice of Learners' Self-Regulated Learning Based on Bourdieu's Theory

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