Towards a Digital Sociology of Schools
Written by: Edward Falshaw
8 min read
Academic interest in digital technologies in education has been growing for a number of years. Whilst mobile digital devices and other technologies have become an entrenched feature of our everyday social and working lives, they are now also a well-established feature in UK secondary schools in one shape or another (Marres, 2017). As in the wider world, technology in education is now seen as ubiquitous, resulting in an ‘intense conflict and struggle’ (Selwyn, 2017a, p. vii) to understand what education is, could and should be. Technology is subtly changing the way people interact with each other. With virtual reality and artificial intelligence positioning themselves as the next big edtech developments, the call for greater understanding, through research, of the impact that digital technology is having on socio-technological relations, in what is now increasingly known as ‘digital sociology’, is more relevant than ever before (Lupton, 2012). More specifically, a greater unders
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.
This article was published in January 2019 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.
Subscribe
Please login to comment
0 Comments
Oldest
