File Name: intended and unintended consequences of educational technology on social inequality .zip
Functionalists believe that education equips people to perform different functional roles in society. Conflict theorists view education as a means of widening the gap in social inequality. Feminist theorists point to evidence that sexism in education continues to prevent women from achieving a full measure of social equality. Symbolic interactionists study the dynamics of the classroom, the interactions between students and teachers, and how those affect everyday life. In this section, you will learn about each of these perspectives.
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Discussion Papers. Benjamin M. Turner, Benjamin L. Caroline M. Hoxby, Caroline M.
To date, the education community has largely focused on the different strategies to continue schooling, including lively discussions on the role of education technology versus distribution of printed paper packets. But there has been relatively little discussion about how to take advantage of the know-how and good practice developed from years of work in the humanitarian and global development sectors. Over the course of my career, I have had the privilege of helping to translate the disparate actions and approaches of teachers and program leaders on the ground into an established field of theory and practice on education in emergencies. Today, although the world has never seen a crisis quite like this, the field of education in emergencies has much insight to offer school systems around the globe. This especially applies to school districts across the U.
While much has been written in the field of educational technology regarding educational excellence and efficiency, less attention has been paid to issues of equity. Along these lines, the field of educational technology often does not address key equity problems such as academic achievement and attainment gaps, and inequality of educational access and opportunity. In this paper, we survey research regarding persistent inequality issues related to a educational access and b educational opportunity in the U. Furthermore, we discuss intended and unintended consequences of educational technology on social equality.
In , a sheet metal worker named Demetrio Rodriguez decided to file a lawsuit against the Edgewood Independent School District, a high-poverty district located just outside of San Antonio, Texas, serving a predominately Mexican American population. Rodriguez, the father of four children enrolled in the Edgewood district, was frustrated that the schools were dramatically underfunded and marred by dilapidated facilities and weak instruction.
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It has historically been difficult to find reliable, up-to-date information about educational technology trends, such as what researchers are studying and what tools practitioners are using, thereby making it difficult for researchers and practitioners to synergize their efforts in meaningful, socially-responsive ways. I propose that these sorts of metrics provide a baseline understanding for other researchers and practitioners to draw upon when situating their work and that they can also give us insights into areas that merit greater attention for addressing real-world problems. It is often difficult for educational technology professionals to find reliable data on current trends in the field. This can make it challenging for stakeholders, as a policymakers struggle to know what technologies are being used and researched, b practitioners struggle to know how they should adapt to changing needs and possibilities, and c researchers struggle to understand diffusion patterns of promising tools and how to use them to address meaningful problems. In addition to this difficulty, in our field we often seem to struggle to understand and articulate how our work is valuable to society, lacking the ability to solve many real problems in real settings.
Hidden curriculum refers to the unwritten, unofficial, and often unintended lessons, values, and perspectives that students learn in school. The hidden-curriculum concept is based on the recognition that students absorb lessons in school that may or may not be part of the formal course of study—for example, how they should interact with peers, teachers, and other adults; how they should perceive different races, groups, or classes of people; or what ideas and behaviors are considered acceptable or unacceptable. And because what is not taught in school can sometimes be as influential or formative as what is taught, the hidden curriculum also extends to subject areas, values, and messages that are omitted from the formal curriculum and ignored, overlooked, or disparaged by educators. While the hidden curriculum in any given school encompasses an enormous variety of potential intellectual, social, cultural, and environmental factors—far too many to extensively catalog here—the following examples will help to illustrate the concept and how it might play out in schools:. Generally speaking, the concept of a hidden curriculum in schools has become more widely recognized, discussed, and addressed by school leaders and educators in recent decades.