The social shaping of educational technologies in Saudi Arabia: An examination of how the social fabric shapes the construction and use of technologies
“…cultural and social perspectives). Last, it has sought to offer the international academic community a window into how Arab societies influence and are influenced by technology [ 63 , 64 ]. Fig.…”
Some countries have replaced face-to-face education with distance education in response to the coronavirus. This form of distance education differs from conventional distance education: being suddenly, unreadily and forcefully implemented, invading schooling and constituting a globally discussed phenomenon. This article builds a conceptual framework for this education, addressing the question: What are the ramifications of implementing distance education amid coronavirus? It targets Arab culture, although globalisation and the media may have harmonised any substantial cross-cultural variations. Various ramifications have emerged through analysing social-media posts, online classes and interviews. Concerning social and cultural ramifications, some may, for ideological considerations, tolerate, support, reject or subvert this education through campaigning, rumour and humour. Regarding pedagogical and psychological ramifications, unreadiness and incompetence may compromise education. Additionally, staying home may entail problems (pandemic-related stress, anxiety, depression, domestic violence, divorce and pregnancy), preventing students and teachers from learning and teaching. Concerning procedural and logistical ramifications, some Arab contexts may be digitally readier than non-Arab contexts. Additionally, stakeholders may intensify efforts to profit, ethically or unethically, from the over-demand for this education. Distance education is one of several social distancing initiatives, which Arabs have welcomed despite their well-rooted social closeness, bonding to debond, forming unorthodox ‘distanceship’.
“…cultural and social perspectives). Last, it has sought to offer the international academic community a window into how Arab societies influence and are influenced by technology [ 63 , 64 ]. Fig.…”
Some countries have replaced face-to-face education with distance education in response to the coronavirus. This form of distance education differs from conventional distance education: being suddenly, unreadily and forcefully implemented, invading schooling and constituting a globally discussed phenomenon. This article builds a conceptual framework for this education, addressing the question: What are the ramifications of implementing distance education amid coronavirus? It targets Arab culture, although globalisation and the media may have harmonised any substantial cross-cultural variations. Various ramifications have emerged through analysing social-media posts, online classes and interviews. Concerning social and cultural ramifications, some may, for ideological considerations, tolerate, support, reject or subvert this education through campaigning, rumour and humour. Regarding pedagogical and psychological ramifications, unreadiness and incompetence may compromise education. Additionally, staying home may entail problems (pandemic-related stress, anxiety, depression, domestic violence, divorce and pregnancy), preventing students and teachers from learning and teaching. Concerning procedural and logistical ramifications, some Arab contexts may be digitally readier than non-Arab contexts. Additionally, stakeholders may intensify efforts to profit, ethically or unethically, from the over-demand for this education. Distance education is one of several social distancing initiatives, which Arabs have welcomed despite their well-rooted social closeness, bonding to debond, forming unorthodox ‘distanceship’.
“…SCOT views technologies as a result of stakeholder interaction, with human actions, understood as shaping technology, rather than technology driving human action [12]. SCOT has commonly been used to study state-of-the-art technologies and governance innovations [13][14][15][16][17][18][19][20], globally. In Vietnam's existing literature body specifically, there are theoretical gaps concerning SCOT, and empirical gaps as it is unclear how innovation has been perceived, interpreted, and accepted among relevant stakeholders.…”
Climate change poses an acute threat to the Vietnamese Mekong Delta (VMD). To respond to this threat, the structure of the delta’s agriculture-based economy must transform, becoming more adaptive to changing conditions. One adaptive livelihood option is the use of flood-based farming systems in the upper VMD. The present study examines local perceptions of such a system in Dong Thap Province, a lowland, flood-affected area of the upper VMD. Specifically, we explored lotus farming as a potential flood-based adaptive livelihood model for the region. The study advances the current literature by using historical research, embedded in narrative analysis applying the social construction of technology (SCOT) lens. We collected data through in-depth interviews and field surveys to qualitatively analyze the emergence and status of lotus cultivation in the study area, zooming in on how local society evolved with expansion of this farming model. The findings suggest that as an innovative idea, lotus farming initially emerged due to unfavorable natural conditions, and then was developed as an attractive nature-based livelihood, and thus received increased attention. It has been accepted and modified over time according to the new interests of further stepped-in stakeholders. Our findings echo the social construction of technology perspective as we found lotus farming to be a technological artifact that did not develop on its own, by was driven by different interpretations and re-negotiation process. This made more room for stakeholders to shape and reshape it in a way that fits their interests.
“…SCOT views technologies as a result of stakeholder interaction, with human actions understood as shaping technology, rather than technology driving human action (Bijker et al, 1984). SCOT has most commonly been used to study state-of-the-art technologies and governance innovations (Al Lily, 2013;Damman et al, 2017;Meyer, 2005;Mollinga and Veldwisch, 2016;Prell, 2009;Shah, 2003Shah, , 2008Shah, , 2012. This paper applies the historical research method embedded in narrative analysis using the SCOT lens to trace the emergence of lotus farming as an alternative to rice in the upper VMD.…”
Innovations reaching the stage of "hard" implementation have first gone through the stage of "soft" implementation. (this thesis). 2. By studying the different stages of technology development one can trace the history of social interaction that has shaped it.(this thesis). 3. The term "delta plan" has caused a lot of semantic confusion in its translation to Vietnamese as the language is only familiar with master plans. 4. The qualitative approach is as critical as quantitative research. 5. Achieving a Ph.D. degree is not a success in terms of gaining, but it is a milestone in terms of training. 6. The motivation for us to pursue our goals is to grow and progress.
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