University of Oulu

Pekka Mertala (2020) Paradoxes of participation in the digitalization of education: a narrative account, Learning, Media and Technology, 45:2, 179-192, DOI: 10.1080/17439884.2020.1696362

Paradoxes of participation in the digitalization of education : a narrative account

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Author: Mertala, Pekka1
Organizations: 1Faculty of Education, University of Oulu, Oulu, Finland
Format: article
Version: accepted version
Access: embargoed
Persistent link: http://urn.fi/urn:nbn:fi-fe2019120245136
Language: English
Published: Informa, 2020
Publish Date: 2021-05-24
Description:

Abstract

The language used around the digitalization of education tends to be inherently political, value-laden, and deterministic. This position paper scrutinizes this so-called ‘Ed-Tech speak’ via narrative methodology. The analytical focus is the paradoxes that exist between the normalizing master narratives of Ed-Tech speak and the complexity and polyphony of everyday praxis in terms of participation. By using an educational tablet project conducted in Finnish primary and secondary schools as an empirical example this paper will problematize the promise of participation in the context of the digitalization of education through three different viewpoints: paradoxes of societal participation, paradoxes of participatory pedagogics, and paradoxical politics of participation.

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Series: Learning, media and technology
ISSN: 1743-9884
ISSN-E: 1743-9892
ISSN-L: 1743-9884
Volume: 45
Issue: 2
Pages: 179 - 192
DOI: 10.1080/17439884.2020.1696362
OADOI: https://oadoi.org/10.1080/17439884.2020.1696362
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Copyright information: © 2019 Informa UK Limited. This is an Accepted Manuscript of an article published by Taylor & Francis in Learning, media and technology on 2 Nov 2019, available online: http://www.tandfonline.com/10.1080/17439884.2020.1696362.