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首页> 外文学位 >Connecting philosophy and practice in the fabric of public education: An analysis of K-12 instructional technology discourse inspired by Foucault's technologies of the self.
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Connecting philosophy and practice in the fabric of public education: An analysis of K-12 instructional technology discourse inspired by Foucault's technologies of the self.

机译：在公共教育体系中将哲学与实践联系起来：从福柯的自我技术中汲取灵感的K-12教学技术话语分析。

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摘要

This study was undertaken to better understand the discourse surrounding K-12 instructional technologies as represented in published articles of three trade publications whose target audience is educational practitioners. The study additionally sought to test the viability of an analytical framework inspired by Michel Foucault's technologies of the self. Two hundred and thirty-seven articles published in three trade periodicals (Education Week, Learning & Leading with Technology, and The School Administrator) over a two-year sample period were analyzed using NVIVO, a qualitative data analysis software product from QSR, International.;Within the research framework, articles were differentiated based on the kinds of outcomes the authors were discussing in relation to the introduction or presence of technologies in an educational environment. Articles could be categorized as discussing outcomes concerns related to Productivity, concerns which were primarily Symbolic in nature, concerns involving relations of Power, or involving the formation of Identity. Articles were coded as whole units based on the primary or dominant outcome concerns represented within them.;Seven findings are discussed. (1) Productivity dominated the sample (218/237 articles), suggesting a significant lack of diversity in the nature of the discourse being explored in educational trade publications. (2) The lack of diversity was reflected in the types of organizations being referenced within that media discourse. (3) Alternative perspectives are not being actively explored in the media coverage of the instructional technology phenomenon. (4) Analysis of the framework for the study determined that it was indeed a viable framework for the research. (5) The coding categories proved to be exhaustive, that is, they accommodated every article (with the exception of a single article removed from the sample), and (6) mutually exclusive, meaning that no coded article qualified for inclusion in two categories (referred to in the study as domains.) (7) Patterns of language can be related to at least some of the domains of outcome expectation in the study framework.;Suggestions for future research focus on continued development of what the researcher titled an Outcomes-Based Concerns Model (OBCM) for use in educational staff development and technological implementation initiatives.
机译：进行这项研究的目的是为了更好地理解围绕K-12教学技术的论述，该论文以三个目标为教育工作者的贸易出版物的发表文章为代表。这项研究还试图测试一个由Michel Foucault的自我技术启发的分析框架的可行性。使用NVIVO（一种来自QSR，International的定性数据分析软件产品）分析了三个样本（在《教育周刊》，《学习与技术指导》和《学校管理者》中）在两年的样本期内发表的237条文章。 ；在研究框架内，文章是根据作者在教育环境中与技术引进或存在有关的讨论成果的类型而有所区别的。可以将文章归类为讨论与生产力相关的结果关注，本质上主要是象征性的关注，涉及权力关系或涉及身份认同的关注。根据其中所代表的主要或主要结果关注点，将文章编码为整个单元。讨论了七个发现。 （1）生产率主导了样本（218/237条），这表明教育贸易出版物所探讨的话语本质上缺乏多样性。 （2）媒体话语中提到的组织类型反映了缺乏多样性。 （3）媒体对教学技术现象的报道并未积极探索替代观点。 （4）对研究框架的分析确定它确实是该研究的可行框架。 （5）编码类别被证明是详尽无遗的，也就是说，它们容纳了所有商品（从样本中删除了单个商品除外），以及（6）互斥，这意味着没有编码的商品有资格包含在两个类别中（在研究中称为领域。）（7）语言模式可以与研究框架中预期结果的至少某些领域相关。未来研究的建议着眼于研究人员称为结果的持续发展。基于关注点的模型（OBCM），用于教育人员发展和技术实施计划。

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  • 作者

    Clemens, Alan.;

  • 作者单位

    Northern Illinois University.;

  • 授予单位 Northern Illinois University.;
  • 学科 Educational technology.;Educational philosophy.
  • 学位 Ph.D.
  • 年度 2016
  • 页码 242 p.
  • 总页数 242
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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