Educational purity and technological danger: understanding scepticism towards the use of telepresence robots in school

Johannessen, Lars E.F.; Rasmussen, Erik Børve; Haldar, Marit

doi:10.1080/01425692.2023.2203360

Cited by 9 publications

(5 citation statements)

References 37 publications

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“…However, not all such technology-enabled connections were represented positively in our data. Connections via KOMP could be experienced as intrusive ( interviews with local authority providers and charity officers ) and concerns about AV1 “spying” on teachers and students were found in our data ( interviews with primary school teacher and council officer ), reflecting privacy concerns reported elsewhere ( 81 ). Connections which were already fraught could be continued through technology; one participant ( alternative education provider ) explained how the bullying of a child by their classmates was perpetuated via AV1.…”

Section: Resultssupporting

confidence: 50%

What kind of a problem is loneliness? Representations of connectedness and participation from a study of telepresence technologies in the UK

Hughes,

Moore,

Hennessy

et al. 2024

Front. Digit. Health

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Loneliness is represented in UK policy as a public health problem with consequences in terms of individual suffering, population burden and service use. However, loneliness is historically and culturally produced; manifestations of loneliness and social isolation also require social and cultural analysis. We explored meanings of loneliness and social isolation in the UK 2020–2022 and considered what the solutions of telepresence technologies reveal about the problems they are used to address. Through qualitative methods we traced the introduction and use of two telepresence technologies and representations of these, and other technologies, in policy and UK media. Our dataset comprises interviews, fieldnotes, policy documents, grey literature and newspaper articles. We found loneliness was represented as a problem of individual human connection and of collective participation in social life, with technology understood as having the potential to enhance and inhibit connections and participation. Technologically-mediated connections were frequently perceived as inferior to in-person contact, particularly in light of the enforced social isolation of the COVID-19 pandemic. We argue that addressing loneliness requires attending to other, related, health and social problems and introducing technological solutions requires integration into the complex social and organisational dynamics that shape technology adoption. We conclude that loneliness is primarily understood as a painful lack of co-presence, no longer regarded as simply a subjective experience, but as a social and policy problem demanding resolution.

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Section: Resultssupporting

confidence: 50%

What kind of a problem is loneliness? Representations of connectedness and participation from a study of telepresence technologies in the UK

Hughes,

Moore,

Hennessy

et al. 2024

Front. Digit. Health

Self Cite

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“…The broader societal context in which students operate can shape their attitudes and behaviors towards education. For instance, socio-economic disparities 19,20 and cultural attitudes 21,22 towards education can influence the prevalence of SR. Addressing these societal issues requires cross-sectoral collaboration and policy reforms that aim at reducing inequities and promoting educational equity.…”

Section: Discussionmentioning

confidence: 99%

Development and Validation of the School in China REfusal EvaluatioN Scale (SCREEN): A Tool to Assess School Refusal in Chinese Adolescents

Xie,

Bie,

Sun

et al. 2024

Preprint

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The escalating phenomenon of school refusal (SR) in China has emerged as a significant psychological and educational crisis, with recent surveys revealing a disengagement rate exceeding 70% among students in primary and secondary education. This study introduces the novel School in China REfusal EvaluatioN Scale (SCREEN), specifically designed to assess the multifaceted nature of SR in the Chinese educational context, incorporating culturally relevant socio-psychological variables. Through a robust methodological framework, this research develops and validates the SCREEN, involving the generation and validation of an item pool followed by exploratory and confirmatory factor analyses. The reliability of the SCREEN was affirmed with a Cronbach’s alpha of 0.778, and its validity confirmed through satisfactory factor loadings across multiple dimensions of school engagement. The study’s findings highlight the prevalence and complexity of SR across various educational stages, emphasizing the necessity for holistic intervention strategies that address educational, familial, and societal contributors to SR. The SCREEN’s effectiveness in identifying specific psychological factors contributing to SR underscores the potential for targeted interventions and educational reforms tailored to the unique needs of Chinese students. This research not only contributes to the academic understanding of SR but also provides a practical tool for early detection and intervention, advocating for an integrated approach involving educators, psychologists, and families to mitigate this educational challenge. Future research should focus on longitudinal studies to evaluate intervention efficacy and further refine assessment tools for broader application.

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Section: Introductionmentioning

confidence: 99%

“…Studies show how using new telepresence robot technology meets with scepticism among class teachers (Gallon, 2019;Johannessen et al, 2023;Weibel et al, 2023). Sceptics expect the technology to have additional features (Weibel et al, 2023) and see them as a threat to the ideology of being physically present in school and bounded institutions (Johannessen et al, 2023). However, Weibel et al (2023) show that teachers are willing to allocate additional resources to encourage telepresence robot usage, as they see them as potentially instrumental in reducing absenteeism in homebound children (Weibel et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Telepresence robotic technology support for social connectedness during treatment of children with cancer

et al. 2023

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Children with cancer experience fragmented school attendance during treatment. Telepresence robots that connect them with school during treatment periods were explored through an intervention involving participant observation followed by semi‐structured interviews from 2020–22 with children with cancer, their class teachers, and classmates. We used an abductive approach, inspired by the Agential Realism theory and Situational Analysis. The use of telepresence robots in education enables hospitalized children to actively participate in real‐time social activities with their classmates. However, consistent monitoring is necessary to ensure the success of this integration process as the classmates can lose interest in providing support to a child with cancer.

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Educational purity and technological danger: understanding scepticism towards the use of telepresence robots in school

Cited by 9 publications

References 37 publications

What kind of a problem is loneliness? Representations of connectedness and participation from a study of telepresence technologies in the UK

What kind of a problem is loneliness? Representations of connectedness and participation from a study of telepresence technologies in the UK

Development and Validation of the School in China REfusal EvaluatioN Scale (SCREEN): A Tool to Assess School Refusal in Chinese Adolescents

Telepresence robotic technology support for social connectedness during treatment of children with cancer

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