Researching Computers and Education Through Actor-Network Theory

Abstract

The teaching of information technology and education needs to keep up to date to remain relevant. With technology changing rapidly this is no easy task. It is even more important that research into this area be sustainable and to keep up to date. The use of, or teaching about, computers in education involves both humans -teachers, students and parents, and non-humans -technology. Research into computers and education is socio-technical as it has to deal with both human and non-human actors, and so actor-network theory (ANT) can provide a useful research approach. This paper outlines actor-network theory and Innovation Translation (informed by ANT) and provides some examples of research using ANT as a lens for analysis.

Kontribusi Aplikasi Sistem Manajemen Pembelajaran Berbasis Siber Terhadap Kompleksitas Manajemen Tindakan Kelas

“…Bangunan sistem dalam LMS mencakup fitur manajemen pembelajaran yang befungsi penhyampai materi pembelajaran dan waktu kepada pelajar secara tepat, di samping adanya fitur-fitur lain, seperti manajemen dan kontrol konten, penjadwalan kelas, dan kemampuan audit konten. Kapasitas bagi guru/dosen maupun peserta didik untuk berkontribusi pada memperkaya konten pembelajaran di ruang (laman) pribadi juga dapat berada di bawah domain ini (Tatnall. A, 2019).…”

Computers and Education – Recognising Opportunities and Managing Challenges

“…Regarding wider educational issues, WG3.4 has, since 1993, run nine working conferences, either as a single WG or jointly with other group(s), which have reflected particular contemporary interests at those times. The themes of those conferences have covered: software engineering education [50]; software quality and productivity [51]; the place of information technology in management and business education [52]; educating professionals for network-centric organisations [53]; e-training practices for professional organisations [54]; information and communication technologies and real-life learning [55]; education, training and lifelong learning [56]; open and social technologies for networked learning [57]; key competencies in ICT and informatics [40]; and sustainable ICT, education and learning [58]. Members of the group had a major input to IFIP sub-conferences held at the World Summit on the Information Society (WSIS) 2003 addressing education and the knowledge society [59], and at the IFIP World Computer Congress 2006 addressing education for the 21 st century [60].…”