Digitalisation in Education, Allusions and References
Keywords:
narrative, digitalisation, education, UNESCO working papers, hybrid/blended learning environments, direct/indirect reference
Abstract
The metaphor of digitalisation in education emerged during a period when phenomena such as budget cuts and privatisation, layoffs and outsourcing of labour marked the ethos of the twenty-first century. During this time, digitalisation was constructed as an ultimate purpose and an all-encompassing matter in education. As a result, these narratives add new configurations to the metaphor of digitalisation on an ongoing basis. Such configurations attribute a mythical fullness to the concept, in the sense that digitalisation goes beyond the limits of a property that needs be developed so that society can successfully deal with contemporary challenges and advancements. In this way, digitalisation emerges as a new hegemony in education, with narratives that are more and less directly referential. Less direct references add the element of allusion to the metaphor of digitalisation, in the sense that references can be more implicit/covert or even concealed/hidden. Moreover, as they combine with abstract terms and concepts, they make the boundaries of the technological and educational domains blurry and render education discourse vague. In order to examine the narratives of digitalisation and how they influence education discourse, this study aims to discuss and analyse relevant policy documents in relation to research and studies on the integration of digital technologies in classroom settings and the hybrid (or blended) learning environments that open up. For this purpose, the study uses thematic analysis and discourse analysis in order to trace allusions and references and discuss how emergent meanings relate to current and future needs in education generated by digitalisation itself.
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References
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Vivitsou, M. (2019b). Digital storytelling in teaching & research. In A. Tatnall (Ed.), Encyclopedia of education & information technologies. Basel: Springer Nature Switzerland AG.
Vivitsou, M., Kallunki, V., Niemi, H. M., Penttilä, J. S. M., & Harju, A. V. (2016). Student-driven knowledge creation through digital storytelling. In Niemi, H. & Jia, J. (Eds.), New ways to teach and learn in China and Finland: Crossing boundaries with technology (pp. 35–54). Frankfurt: Peter Lang.
Vivitsou, M. Niemi, H., Wei, G., Kallunki, V., & Miao, R. (2017). Teachers' practices to support student work in digital storytelling: A study on Finnish and Chinese school teachers' experiences. International Journal of Media, technology and Lifelong Learning, 13(2). Retrieved from https://journals.hioa.no/index.php/seminar/article/view/2306
Dziuban, C., Graham, C., Moskal, P., Norberg, A., & Sicilia, N. (2018). Blended learning: The new normal and emerging technologies. International Journal of Educational Technology in Higher Education, 15(3), 1–16. Retrieved from https://doi.org/10.1186/s41239-017-0087-5
Entwistle, H. (1979). Antonio Gramsci. Conservative schooling for radical politics. London, UK: Routledge.
Finnish National Board of Education. (2014). Perusopetuksen opetussuunnitelman perusteet. Määräykset ja ohjeet 2014 [Basic elements of the National Curriculum. Rules and regulations 2014].
Haukijärvi, I. (2016). Strategizing digitalisation in a Finnish higher education institution – Towards a thorough strategic transformation (Doctoral dissertation, Acta Universitatis Tamperensis 2181, Tampere: Tampere University Press). Retrieved from https://tampub.uta.fi/bitstream/handle/10024/99877/978-952-03-0156-9.pdf?sequence=3
Holma, K., & Kontinen, T. (2015). The rocky road of growth into contemporary citizenship: Dewey, Gramsci, and the Method of Democracy. Studier I Pædagogisk Filosofi, 4(2), 24–37.
Hull, L., Zacher, J., & Hibbert, L. (2009). Youth, risk, and equity in a global world. Review of Research in Education, 33(1), 117–159.
Irwin, W. (2001). What Is an Allusion? The Journal of Aesthetics and Art Criticism, 59(3), 287–297.
Jenkins, H., Ito, M., & Boyd, D. (2016). Participatory culture in a networked era – A conversation on youth, learning, commerce & politics. Cambridge, UK: Polity Press.
Korhonen, A., & Vivitsou, M. (2019). Digital storytelling & group work: Integrating the narrative approach in computer science education. In Innovation and Technology in Computer Science Education (pp. 140–146). ACM, New York, NY. Retrieved from https://doi.org/10.1145/3304221.3325528
Laclau, E. (2005). On populist reason. London, UK: Verso.
Lakoff, G. (1993). The contemporary theory of metaphor. In A. Ortony (Ed.), Metaphor and Thought (2nd ed., pp. 202–251). Cambridge; UK: Cambridge University Press.
Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago, IL: University of Chicago Press.
Lambert, J. (2013). Digital storytelling: Capturing lives, creating community. New York, NY: Routledge.
Marttila, T. (2015). Post-foundational discourse analysis: A suggestion for a research program. Forum: Qualitative Social Research, 16(3). Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/2282/3864
Marwick, A., & Boyd, D. (2014). Networked privacy: How teenagers negotiate context in social media. New Media & Society, 16(7), 1051–1067.
McGee, P. (2015). The instructional value of digital storytelling: Higher education, professional, and adult learning settings. New York, NY: Routledge.
Niemi, H., Harju, V., Vivitsou, M., Viitanen, K., Multisilta, J., & Kuokkanen, A. (2014). Digital storytelling for 21st-century skills in virtual learning environments. Creative Education, 5(9), 657–671.
Niemi, H., & Multisilta, J. (2016). Digital storytelling promoting twenty-first century skills and student engagement. Technology, Pedagogy and Education, 25(4), 451–468. doi: 10.1080/1475939X.2015.1074610
OECD. (2015a). OECD digital economy outlook 2015. Paris: OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264232440-en
OECD. (2015b). Students, computers and learning. Making the connection. Paris: OECD Publishing.
Retrieved from http://www.oecd-ilibrary.org/education/students-computers-and-learning_9789264239555-en;jsessionid=5ka5a633nkgco.x-oecd-live-03
Ricoeur, P. (1978). The rule of metaphor: Multi-disciplinary studies of the creation of meaning in language (R. Czerny with K. McLaughlin & J. Costello, Trans.) London, UK: Routledge & Kegan Paul Ltd.
Ricoeur, P. (1992). Oneself as Another. Chicago, IL: University of Chicago Press.
Saari, A., & Säntti, J. (2018). The rhetoric of the ‘digital leap’ in Finnish educational policy documents. European Educational Research Journal, 17(3), 442–457.
Saldana, J. (2009). The coding manual for qualitative researchers. London, UK: SAGE.
Steen, G. J. (2011). The contemporary theory of metaphor – now new and improved! Review of Cognitive Linguistics, 9(1), 26–64. doi:10.1075/ ml.9.1.03ste
UNESCO. (2017). Working group on education: Digital skills for life and work. Broadband Commission for Sustainable Development.
UNESCO. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. In Working Papers on Educational Policy (07), Education 2030. Paris: United Nations Educational, Scientific and Cultural Organization.
Vivitsou, M. (2016). Social media and networks as communicative acts: vulnerabilities and possibilities for the pedagogies of the future: An empirical hermeneutical study of Finnish and Greek teachers and students’ experiences (Research Report; No. 388). Helsinki: University of Helsinki. Retrieved from https://helda.helsinki.fi/handle/10138/161007
Vivitsou, M. (2018). Values and purposes in digital pedagogies: A meta-analysis on Finnish & Greek teachers’ metaphorical thinking. In R. Sharma (Ed.), Innovative applications of online pedagogy & course design (pp. 25–41). Hershey, PA: IGI Global.
Vivitsou, M. (2019a). Constructing identities in online encounters – A study on Finnish & Greek young students’ digital storytelling practices. International Journal of Teacher Education and Professional Development (IJTEPD), 2(1), 12–29.
Vivitsou, M. (2019b). Digital storytelling in teaching & research. In A. Tatnall (Ed.), Encyclopedia of education & information technologies. Basel: Springer Nature Switzerland AG.
Vivitsou, M., Kallunki, V., Niemi, H. M., Penttilä, J. S. M., & Harju, A. V. (2016). Student-driven knowledge creation through digital storytelling. In Niemi, H. & Jia, J. (Eds.), New ways to teach and learn in China and Finland: Crossing boundaries with technology (pp. 35–54). Frankfurt: Peter Lang.
Vivitsou, M. Niemi, H., Wei, G., Kallunki, V., & Miao, R. (2017). Teachers' practices to support student work in digital storytelling: A study on Finnish and Chinese school teachers' experiences. International Journal of Media, technology and Lifelong Learning, 13(2). Retrieved from https://journals.hioa.no/index.php/seminar/article/view/2306
Published
2019-09-27
How to Cite
Vivitsou, M. (2019). Digitalisation in Education, Allusions and References. Center for Educational Policy Studies Journal, 9(3), 117-136. https://doi.org/10.26529/cepsj.706
Section
FOCUS
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