Self-tracking of/and time: From technological to biographical and political temporalities of work and sitting

Abstract

Self-tracking devices have been observed to accelerate time, be used sporadically and busyness being a barrier to use at work. Drawing on notion of multiple temporalities, this article expands the focus on temporalities of users’ engagement with technologies to analysing them within broader biographical, institutional and political times. The argument is grounded in interviews with UK public sector office workers self-tracking sitting time that featured the following three themes: (1) the participants related their sitting to deteriorated work conditions after government austerity politics and redundancies, (2) the pressurised rhythm of work made it difficult to reduce sitting time and fostered a sense of discontent and powerlessness and (3) the workers did not self-track in their free time, defined as free from monitoring. We suggest that the analytical lens of multiple temporalities expands understanding of user experiences as well as illuminates lived contemporary political and institutional times, characterised by both discontent and powerlessness.

Social access: role of digital media in social relations of young people with disabilities

“…Digital media affordances that enabled young PWDs to keep in touch across space facilitated a sense of inclusion in sometimes hostile environments, although these interactions sometimes became escapist (Lin et al, 2018) and at some other times, they became part of a process of estrangement or inclusion which had their roots in offline developments such as the young person's move on to different educational settings. Our findings suggest analysing digital media use within broader social contexts and policies, including economic policy and labour relations (Saukko and Weedon, 2020) that shape inequalities, which is also suggested by the social model of disability (Shakespeare, 2014) with regard to PWDs. In this study, the young PWDs' social and policy context was shaped by education and the debate of whether young PWDs should be educated in separate schools or integrated into mainstream education (Prince and Hadwin, 2013).…”

Thinking for Soul, Reforming to Empower, and Cooperating to Strengthen Foundation: Responding to Implementation of Educational Reform of Civics and Political Science with Fuzzy Theory Algorithm

“…It can effectively solve real-time changes and complex control problems, achieve adaptability, and meet the requirements of the diversity of system characteristics. Fuzzy means that the actual input is added to the fuzzy set to be displayed; knowledge base means that the number of uncertainties must be based on the knowledge base and inference; inverse cryptography means that the fuzzy subset after the fuzzy operation is the only explicit and finite exact value [7]. Professor Zaid combines classical sets with multi-valued logic circuits to express and deal with meaningfully fuzzy concepts using numbers or functions.…”

“…In engineering teaching, students should be instilled with the professional spirit and skills of practice, entrepreneurship, rigor, standardization and lawabiding, and cultivate their awareness of developing innovative thinking, which is reasonably integrated into the curriculum. (7) It is imperative to advocate for the integration of practical ideological and political activity with the incorporation of flexible and efficient contemporary teaching methodologies, tools, and resources. Additionally, the application of modern information technology education management approaches should be emphasized.…”

The challenge of repurposed technologies for youth: Understanding the unique affordances of digital self-tracking for adolescents

“…Behavioral “nudges,” such as reminders to “stand” or “move,” will not work if one’s schedule is outside one’s control, as several have found for adults in the workplace (e.g. Saukko and Weedon, 2020). These agency constraints may be even more apparent for adolescents who may not be in the position to negotiate or reconfigure the boundaries of so-called appropriate digital behavior both within and outside of the classroom (Potapov et al, 2021), where digital self-tracking tools may be banned from certain spaces.…”