Salvation or destruction: Metaphors of the Internet

Johnston, Rebecca

doi:10.5210/fm.v14i4.2370

Cited by 20 publications

(19 citation statements)

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“…Apart of school classes, both students and teachers feel to be at their common "virtual place", i.e. instruction process at any place or time they find suitable, which is in accordance with the notion of "virtual place" introduced by Johnston (2009), Wenger, et al (2009) or White & Le Cornu (2011. Of course, in this way all participants of the instruction process employ their resources at much higher level than they did at school only.…”

supporting

confidence: 55%

“…The first step toward it is defining the use of place metaphor in order to describe "being in a virtual place" ( (Johnston, 2009), (Wenger et al, 2009). (White & Le Cornu, 2011) propose that "place is primarily a sense of being present with others".…”

Section: Withmentioning

confidence: 99%

“…This means the instruction process was reshaped into a "virtual place". Thus, taking part in the instruction process was, in fact, their presence at a "virtual place", as some authors propose, ( (Johnston, 2009), (Wenger et al, 2009), (White & Le Cornu, 2011)). …”

Section: Data Collection and Analysismentioning

confidence: 99%

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Can the transformation of instruction process into a virtual place induce a shift in behavioral patterns of teachers and students?

Ljajko¹,

Stojanović²,

Valjarević³

et al. 2016

Univ Thought

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The goal of this study is to reveal possible influence that the participants' age and Information and Communications Technologies (ICT) usage in the instruction process can have on behavior that defines whether students and teachers belong to one of the Digital Native/Immigrant or Visitor/Resident groups. We collected data through two surveys that covered a total of 1273 students and 382 teachers from southern regions of Serbia. The surveys consisted of questions about availability of computers and internet, ICT use in the instruction process, and communication habits in the ICT-empowered instruction process. The first survey covered both, students and teachers that were involved in the instruction process mostly deprived of the ICT usage. The second survey covered participants of an instruction process that was successfully improved by an ICT usage. Data analysis shows a shift in communication patterns of teachers and a sharp improvement in computer use for educational purposes for both groups included in the surveys. The change is induced by a proper ICT usage in the instruction process. Conclusions that followed the data analysis lead us to better approaches in organizing ICT usage in the instruction process that enable participants fully employ their resources in order to improve teaching techniques and learning.

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supporting

confidence: 55%

Section: Withmentioning

confidence: 99%

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Can the transformation of instruction process into a virtual place induce a shift in behavioral patterns of teachers and students?

Ljajko¹,

Stojanović²,

Valjarević³

et al. 2016

Univ Thought

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show abstract

“…Studying the journalistic framing of social media is significant as it allows to recover cultural meanings embedded in the text, and due to its possible impact on perceptions, views, and possibly even behaviors (Fisher & Wright, 2001;Johnston, 2009;Nissenbaum, 2004;Wyatt, 2004). For example, in this study, the framing of social media in the press can demonstrate if they are portrayed as spaces for civic collaboration or hate mongering?…”

Section: Discussionmentioning

confidence: 89%

The Anti-Social Network? Framing Social Media in Wartime

Lev‐On

2018

Social Media + Society

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Numerous studies address the uses and perceived effects of social media, but a scholarly void exists about how it is framed in the mainstream media. This study fills this void using a content analysis of news items that included references to social media in Israel's six daily Hebrew-language printed newspapers during the Israel-Gaza war (2014). The papers framed social media primarily as spaces of hate speech and distribution of rumors. Additional salient themes referred to social media as alternative media channels by politicians and celebrities and as arenas of public diplomacy. Social media was rarely portrayed as platforms to orchestrate collective action or to meet the enemy.

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“…We might also therefore understand these positions in terms of technological determinism (Dahlberg 2004, Chandler 2002 in the case of rationality, or 'uses' or 'social' determinism (Kanuka 2008) in the case of morality. It perhaps no wonder then that metaphors of the Internet tend to remain within a binary of 'salvation or destruction' (Johnston 2009); in our case either the eradication of our innate human principles by the outside forces of logic and systemisation, or the redeeming of a universal human condition through the moralisation of our brutal and uncultivated technologies. Indeed, it is precisely this opposition which has structured the debates around MOOCs, with advocates tending to position technology as a transparent instrument for individual and social emancipation (Coursera 2014;Udacity 2015), while critical responses make parallels with the fast food industry and warnings about the 'uncontrolled spread of junk education' (Baggaley 2014).…”

Section: Determining the Moocmentioning

confidence: 97%

Posthumanism and the MOOC: opening the subject of digital education

Knox

2016

Stud Philos Educ

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As the most prominent initiative in the open education movement, the Massive Open Online Course (MOOC) is often claimed to disrupt established educational models through the use of innovative technologies that overcome geographic and economic barriers to higher education. However, this paper suggests that the MOOC project, as a typical example of initiatives in this field, fails to engage with a theory of the subject. As such, uncritical and problematic forms of humanism tend to be assumed in the promotion and delivery of these courses: the expectation of rational and self-directing individuals, with a universal desire for education. This fundamental orthodoxy limits both the understanding of technology and the possibilities for a concept of 'openness' in education. Given the global scale of the MOOC, and its high-profile associations with elite universities, the need for critical alternatives is pressing. In this paper I draw on critical posthumanism-an umbrella term for a range of philosophical and theoretical positions-for two purposes. Firstly and principally as a perspective through which to critique the educational reliance on humanism that is maintained in the project of the MOOC, and secondly to suggest alternative frameworks for thinking about the intermingling of humans and technologies in education. Space and time are considered as the two principal sites with which technological change is realised, and the promotion of the MOOC is shown to mask spatial and temporal conditions through adherence to an underlying humanist framework.

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Salvation or destruction: Metaphors of the Internet

Cited by 20 publications

References 0 publications

Can the transformation of instruction process into a virtual place induce a shift in behavioral patterns of teachers and students?

Can the transformation of instruction process into a virtual place induce a shift in behavioral patterns of teachers and students?

The Anti-Social Network? Framing Social Media in Wartime

Posthumanism and the MOOC: opening the subject of digital education

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