Digital Dissonances: Structuring Absences in National Discourses on Equity and Educational Technologies

Voithofer, Rick; Foley, Alan

doi:10.1080/10665680601088515

Cited by 12 publications

(7 citation statements)

References 24 publications

(7 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is worth noting that I intentionally avoided using the term universal to name the framework. As other scholars have argued, universal theories of access broaden the focus of access work from disabled people to the larger populous and in doing so push aside and obscure disabled people and their needs (Ellcessor, 2015; Knoll, 2009; Voithofer & Foley, 2007). Moreover, using the value add to the majority to justify essential access for the minority is antithetical and is a false promise in the instances when disabled people's access needs do not add obvious value for non‐disabled people (eg, Braille and sign languages).…”

Section: An Interdisciplinary Framework Of Accessmentioning

confidence: 99%

Accessibility4Equity: Cripping technology‐mediated compulsory education through sociotechnical praxis

Shaheen

2021

Brit J Educational Tech

View full text Add to dashboard Cite

During COVID‐19, technology has frequently mediated schools' emergency remote learning. Tragically, many of those technologies, despite legal requirements to the contrary, are inaccessible to disabled youth—a pattern of oppression within compulsory education that predates the pandemic by almost two decades and is rooted in ableism. In this paper, I advance a new interdisciplinary framework—Accessibility4Equity (A4E)—that integrates existing single‐discipline theories to explain the messy interactions among human and non‐human actors engaged in learning that is equitable and accessible to disabled youth within the context of compulsory education. A4E asserts that equitable technology‐mediated education is (1) constructed by educators and disabled people collaboratively cripping discourse and practice through sociotechnical praxis, (2) born technologically and pedagogically accessible; and (3) requires institutions to have the capacity to cultivate access intimacy and swiftly respond to individual needs. Hence, A4E is a framework that scholars and practitioners can use to begin the complex social change that is required to disrupt the unjust status quo and reimagine technology‐mediated compulsory education as a place that values and is hospitable to disabled youth. What is already known about this topic Technologies and instructional practices that oppress and exclude disabled youth are consistently used in compulsory education. Flexible pedagogical approaches make learning more accessible to disabled youth. The features and functionalities that make technology accessible to disabled adults are operationalised in the Web Content Accessibility Guidelines, which are incorporated into laws and policies around the world. Abled power shapes technology‐mediated environments and disabled people's access to them. What this paper adds An interdisciplinary framework that explains the messy interactions among human and non‐human actors engaged in equitable and accessible technology‐mediated learning within the context of compulsory education. A framework, which is more valuable than the sum of its parts, for identifying and beginning to dismantle the systemic ableism that is embedded in technology‐mediated compulsory education. Equitable technology‐mediated education is (1) constructed by educators and disabled people collaboratively cripping discourse and practice through sociotechnical praxis, (2) born technologically and pedagogically accessible; and (3) requires institutions to have the capacity to cultivate access intimacy and swiftly respond to individual needs. Implications for practice and policy To dismantle the systemic ableism embedded in technology‐mediated learning environments, teachers and administrators must (1) pause to critically reflect on their beliefs and actions, (2) ally themselves with disabled youth and adults; and (3) act to ensure equitable access. Acting to ensure equitable access includes (1) examining and remediating existing learning environments, (2) proactively constructing born...

show abstract

Section: An Interdisciplinary Framework Of Accessmentioning

confidence: 99%

Accessibility4Equity: Cripping technology‐mediated compulsory education through sociotechnical praxis

Shaheen

2021

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…Una de las características del uso de Facebook es la colaboración entre la máquina y el usuario, como entre los propios usuarios; esta aplicación que es llamada por muchos autores como una gran red social, funciona realmente como una red socio intelectual, esto indica que promueve el pensamiento crítico y facilita el procesamiento cognitivo entre los usuarios activos de esta red (Voithofer & Foley, 2007); la combinación de la música, texto, voz, fotografía y videos, hacen que el pensamiento y la creatividad de los usuarios se promueva en la realización de tareas de alto nivel, pero al mismo tiempo, se presta para darle un uso inadecuado a la herramienta.…”

Section: Uso De Facebookunclassified

“…En los antecedentes y en el marco teórico se vislumbraba que Facebook podría contribuir al desarrollo del pensamiento crítico, es así como (Cerda & Capdeferro-Planas, 2011) consideran que el uso de Facebook genera conocimiento y cohesión intergrupal, lo cual indica que los miembros de un grupo se han agregado por tener las mismas tendencias de estudio; en este mismo sentido (Voithofer & Foley, 2007) exponen que esta aplicación que es llamada por muchos autores como una gran red social, funciona realmente como una red socio intelectual, esto indica que facilita el procesamiento cognitivo entre los usuarios activos de esta red; lo cual fue contradicho en esta investigación, evidenciando que la participación que tiene los estudiantes en Facebook es exclusivamente para hacer publicaciones de eventos y actividades del semillero, pero en cuanto a las opiniones que los estudiantes realizan a las publicaciones (videos, fotografías, comentarios, entre otros) no se observó que tuviesen un pensamiento crítico orientado a la autonomía de la persona.…”

Section: Conclusionesunclassified

“…Las redes sociales, en especial Facebook, constituyen una nueva generación de herramientas y servicios que permiten a los cibernautas compartir fotos, videos, conocimientos e ideas; por consiguiente, la gente no solo lo está usando para buscar amigos, sino para exponer a otros los conocimientos que crean, lo cual se ha convertido en un proceso recíproco entre la tecnología y las necesidades de cada uno de los usuarios. (Voithofer & Foley, 2007) expresan que Facebook es uno de los ejemplo más significativos de la web 2.0, la cual permite el trabajo colaborativo entre la máquina y el usuario, así como entre usuarios; a estas actividades se les llama aplicaciones sociales, las cuales promueven el pensamiento crítico y facilita el procesamiento cognitivo.…”

Section: Introductionunclassified

See 1 more Smart Citation

Pensamiento Crítico De Los Estudiantes Que Utilizan Facebook Como Nueva Tecnología De Aprendizaje

Parada¹,

Castrillon²,

Ortiz³

2017

RCTA

View full text Add to dashboard Cite

This paper presents an investigation into the influence of using Facebook for the development of critical thinking in students that integrate the seed research of Francisco de Paula Santander University Ocaña, on the assumption that Facebook and its use in research serve as a tool for discussion, building and construction of knowledge, resulting in students a development process of divergent or critical thinking. To this end, the selected method was qualitative. It is concluded that the use of Facebook in students of seed not influence the development of critical thinking, showing students to belong to a group created in Facebook, do not examine their own thinking regarding the solution other give students a given topic, meaning they do not have autonomy to think, is not versatile to evaluate and obtain information sources.Keywords: Facebook, qualitative research, critical thinking, seed research, information technology.Resumen: Se presenta una investigación sobre la influencia del uso de Facebook para el desarrollo del pensamiento crítico en los estudiantes que integran los semilleros de investigación de la Universidad Francisco de Paula Santander Ocaña. Se partió de la hipótesis de que el uso de Facebook en la investigación sirve como herramienta de debate y de construcción de conocimiento, generando en los estudiantes un desarrollo de su proceso de pensamiento divergente o crítico. Para tal fin, el método seleccionado fue cualitativo. Se llegó a la conclusión que el uso de Facebook en los estudiantes de semilleros no influye en el desarrollo del pensamiento crítico, evidenciando que los estudiantes al pertenecer a un grupo creado en Facebook, no examinan su propio pensamiento con relación a la solución que otros estudiantes dan a un tema determinado. Lo que significa que no poseen autonomía para pensar, esta herramienta no es versátil para evaluar y obtener fuentes de información.Palabras clave: Facebook, investigación cualitativa, pensamiento crítico, semilleros de investigación, tecnologías de la información.

show abstract

“…However, the form of influence could either be positive or negative depending on the person's ability to process information and instruction, and the nature and structure of each social media. Voithofer and Foley (2007) opines that these social media has the capacity to function as 'intellectual partners' and by so doing promotes critical thinking and facilitate cognitive processing. Social media sites have also become a platform for people to do different things.…”

Section: Literature Reviewmentioning

confidence: 99%

Impact of cognitive styles on the frequency of use of social media amongst university students

Egbedokun¹,

Okusanya²

2017

IJRSET

View full text Add to dashboard Cite

This study was carried out to examine the impact of undergraduates' cognitive styles on the frequency of use of social media. There are research studies/reports on impact of social media on teaching and learning but a few that look at the relationship between cognitive style and social media. A sample of 900 students were selected through convenience sampling procedure from six universities. From each selected universities, 150 students were selected through convenience sampling. The research instruments used for this study were the adopted cognitive style inventory of Group Embedded Figures Test (GEFT) and self-constructed questionnaire. Group Embedded Figure Test Results indicate that there were more Field Independents students than the Field Dependent. It also showed that most of the social media were frequently used while other were occasionally, sparingly and rarely used. The result further showed a significant relationship between cognitive styles and the frequency of use of social media, particularly Facebook and Whatsapp. It was concluded that cognitive styles had an influence on undergraduate's frequency of use of some social media.

show abstract

Digital Dissonances: Structuring Absences in National Discourses on Equity and Educational Technologies

Cited by 12 publications

References 24 publications

Accessibility4Equity: Cripping technology‐mediated compulsory education through sociotechnical praxis

Accessibility4Equity: Cripping technology‐mediated compulsory education through sociotechnical praxis

Pensamiento Crítico De Los Estudiantes Que Utilizan Facebook Como Nueva Tecnología De Aprendizaje

Impact of cognitive styles on the frequency of use of social media amongst university students

Contact Info

Product

Resources

About