Information and Communication Technology (ICT) is part of everyday life. It is not different in the education field. However, its use has implications for what it means to teach and learn effectively in contemporary education. When ICT is used in the classroom, things happen through divergent forces, components, and mechanisms, according to different contexts, and evidencing a complex environment. The purpose of this study is to show how complex the use of ICT in education is by analysing different components and their productive forces. Assemblage ethnography is the methodology adopted and a range of data collection tools are used. The thesis explores five case studies generated from different settings: Primary, Secondary and Post-secondary education. The analysis offered shows how discourse, policy-making, budget, and CPD are not enough to account for all of the ICT-related situations that happen on a daily basis inside schools. ICT in education evidences a diverse and fragmented field of policy, money, and practice, pedagogy and many other elements. This study concludes that there are three main productive forces emerging from the education ICT assemblage which: evidenced unsolved issues of the schooling process, enhanced or made emotions emerge; opened possibilities for other subjectivities to happen.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:720729 |
| Date | January 2017 |
| Creators | Lameu, Paula Cristina |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/7629/ |
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