Hacking education in a digital age : teacher education, curriculum, and literacies
In this collection, the authors put forth different philosophical conceptions of 'hacking education' in response to the educational, societal, and technological demands of the 21st century. Teacher Educators are encouraged to draw on the collection to rethink how 'hacking education�...
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| Other Authors | , , , |
|---|---|
| Format | Electronic eBook |
| Language | English |
| Published |
Bingley, U.K :
Emerald Publishing Limited : Information Age Publishing, Inc.,
2018.
|
| Series | Contemporary perspectives in philosophy and technology.
|
| Subjects | |
| Online Access | Full text |
| ISBN | 9781806608010 |
| DOI | 10.1108/978-1-64113-202-2 |
| Physical Description | 1 online resource (204 pages). |
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| 008 | 181018s2018 enk ob 000 0 eng d | ||
| 020 | |a 9781806608010 |q (e-book) | ||
| 040 | |a DLC |b eng |e rda |c DLC | ||
| 080 | |a 37.02 | ||
| 082 | 0 | 4 | |a 371.33 |2 23 |
| 245 | 0 | 0 | |a Hacking education in a digital age : |b teacher education, curriculum, and literacies / |c edited by Bryan Smith, Nicholas Ng-A-Fook, Linda Radford, and Sarah Smitherman Pratt. |
| 264 | 1 | |a Bingley, U.K : |b Emerald Publishing Limited : |b Information Age Publishing, Inc., |c 2018. | |
| 264 | 4 | |c ©2018 | |
| 300 | |a 1 online resource (204 pages). | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 1 | |a Contemporary perspectives in philosophy and technology | |
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a Contents -- Acknowledgments -- Introduction: hacking education in the 21st century -- An existential hack of neoliberal discourses in education -- Hacking minds: curriculum mentis, noosphere, internet, matrix, web -- 'If the stars are spotlights, I wanted the sun': hacking children's literature in Raziel Rreid's when everything feels like the movies -- Curricula of identity-subjectivity in distributed social media spaces -- Hacking 'the matrix': teacher ontology at the abyss of the zizekian real -- Cyborg politics: body-data assemblages and the limits of institutional resistance -- New literacy threshold concepts as a 'life hack' -- Hacking structures: educational technology programs, evaluation, and transformation -- Digital learning as aesthetic experience: a call for a meaning-full curriculum -- Hacking my way through digital discomforts as a literacy teacher educator -- About the authors. | |
| 506 | |a Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty | ||
| 520 | |a In this collection, the authors put forth different philosophical conceptions of 'hacking education' in response to the educational, societal, and technological demands of the 21st century. Teacher Educators are encouraged to draw on the collection to rethink how 'hacking education' can be understood simultaneously as a 'praxis' informed by desires for malice, as well as a creative site for us to reconsider the possibilities and limitations of teaching and learning in a digital era.How do we hack beyond the limits of circumscribed experiences, regulated subjective encounters with knowledge and the limits imposed by an ever constrained 21st century schooling system in the hopes of imagining better and more meaningful futures?How do we foster ingenuity and learning as the end itself (and not learning as economic imperative) in a world where technology, in part, positions individuals as zombie-like and as an economic end in itself?Can we 'hack' education in such a way that helps to mitigate the black hat hacking that increasingly lays ruin to individual lives, government agencies, and places of work?How can we, as educators, facilitate the curricular and pedagogical processes of reclaiming the term hacking so as to remember and remind ourselves that hacking's humble roots are ultimately pedagogical in its very essence?As a collection of theoretical and pedagogical pieces, the chapters in the collection are of value to both scholars and practitioners who share the same passion and commitment to changing, challenging and reimagining the script that all too often constrains and prescribes particular visions of education. Those who seek to question the nature of teaching and learning and who seek to develop a richer theoretical vocabulary will benefit from the insightful and rich collection of essays presented in this collection. In this regard, the collection offers something for all who might wish to rethink the fundamental dynamics of education or, as Morpheus asks of Neo in The Matrix, bend the rules of conventional ways of knowing and being. | ||
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a Educational technology. | |
| 650 | 0 | |a Education |x Effect of technological innovations on. | |
| 650 | 0 | |a Teachers |x Training of |x Technological innovations. | |
| 650 | 0 | |a Internet in education. | |
| 650 | 7 | |a Education |x Computers & Technology. |2 bisacsh | |
| 650 | 7 | |a Educational equipment and technology, computer-aided learning (CAL) |2 thema | |
| 655 | 7 | |a elektronické knihy |7 fd186907 |2 czenas | |
| 655 | 9 | |a electronic books |2 eczenas | |
| 700 | 1 | |a Smith, Bryan |c (Social sciences educator), |e editor. | |
| 700 | 1 | |a Ng-A-Fook, Nicholas, |e editor. | |
| 700 | 1 | |a Radford, Linda, |e editor. | |
| 700 | 1 | |a Pratt, Sarah Smitherman, |e editor. | |
| 776 | 0 | 8 | |i Print version: |z 9781641132015 (hardback) |z 9781641132008 (paperback) |
| 776 | 0 | 8 | |i PDF version: |z 9781641132022 |
| 830 | 0 | |a Contemporary perspectives in philosophy and technology. | |
| 856 | 4 | 0 | |u https://proxy.k.utb.cz/login?url=https://doi.org/10.1108/978-1-64113-202-2 |