Capturing digital (in)equity in teaching and learning: a sociocritical approach

Collin, Simon et Brotcorne, Périne (2019). « Capturing digital (in)equity in teaching and learning: a sociocritical approach ». The International Journal of Information and Learning Technology, 36(2), pp. 169-180.

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Résumé

PURPOSE : The purpose of this paper is to present a sociocritical approach and describe how it is relevant to the study of digital equity in education. ----- DESIGN/METHODOLOGY/APPROACH : The method is based on a synthesis of the literature regarding critical approaches to digital technology in education. ----- FINDINGS : A sociocritical approach is an attempt to formulate a sociological perspective combined with a critical dimension. It provides a relevant theoretical basis for addressing digital (in)equity issues. ----- ORIGINALITY/VALUE : Little use has been made of critical theories in the study of digital technology in education. That may seem surprising insofar as the study of digital technology in education is related to other fields having a well-established critical tradition. The authors build on their work and tailor it to the case of digital technology in education.

Type: Article de revue scientifique
Mots-clés ou Sujets: Education, Digital (in)equity, Sociocritical approach
Unité d'appartenance: Faculté des sciences de l'éducation
Faculté des sciences de l'éducation > Chaire de recherche du Canada sur les enjeux socioculturels du numérique en éducation
Déposé par: delegation Étienne Van Steenberghe
Date de dépôt: 22 mars 2019 09:16
Dernière modification: 22 mars 2019 09:16
Adresse URL : http://archipel.uqam.ca/id/eprint/12365

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