NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: ED574988
Record Type: Non-Journal
Publication Date: 2017
Pages: 354
Abstractor: ERIC
ISBN: 978-1-5225-2101-3
ISSN: N/A
Deconstructing the Education-Industrial Complex in the Digital Age
Loveless, Douglas, Ed.; Sullivan, Pamela, Ed.; Dredger, Katie, Ed.; Burns, Jim, Ed.
IGI Global
Developments in the education field are affected by numerous, and often conflicting, social, cultural, and economic factors. With the increasing corporatization of education, teaching and learning paradigms are continuously altered. "Deconstructing the Education-Industrial Complex in the Digital Age" is an authoritative reference source for the latest scholarly research on the shifting structure of school models in response to technological advances and corporate presence in educational contexts. Highlighting a comprehensive range of pertinent topics, such as teacher education, digital literacy, and neoliberalism, this book is ideally designed for educators, professionals, graduate students, researchers, and academics interested in the implications of the education-industrial complex. Following the foreword (Benjamin Baez), and a preface (Jim Burns, Douglas J. Loveless, Katie Dredger, Pamela M. Sullivan), the book is divided into three sections and contains the following: Section 1: "Curriculum and Instruction in a Neoliberal, Digital Age" contains the following chapters: (1) The Way It's Going: Neoliberal Reforms and the Colonization of the American School (Brian Charles Charest); (2)Gender, Process, and Praxis: Re-Politicizing Education in an Era of Neoliberalism, Instrumentalism, and "Big Data" (Jim Burns, Colin Green); (3) Liminal Learning: A Theoretical Framework for Reconceptualizing the Digital Space (L Johnson Davis); (4) Where Are We If Our Batteries Die? Seeking Purpose in Educational Technology (Pamela Sullivan); and (5) The Dying of the Light: The Cause to Illuminate in this State of Fragile Democracy (Westry Whitaker). Section 2: "Implications for Higher Education" provides the following chapters: (6) The Use of ePortfolios in Teacher Education Programs to Support Reflective Practitioners in a Digital World (Valerie J. Robnolt, Joan A. Rhodes, Sheri Vasinda, Leslie Haas); (7) Adapting Problem-Based Learning to Database Courses in the Digital Age (Samuel B. Fee, Thomas E. Lombardi); (8) Strategies for Implementing Digital Assignments (Paige Normand, Alexa Senio, Marlena Luciano); (9) Digital Storytelling and Digital Literacy: Advanced Issues and Prospects (Kijpokin Kasemsap); (10) Lessons Learned Building an Online Degree Program (Ottilie F. Austin, Gail M. Hunger, Julie J. Gray); and (11) Creating Connected Educators with Online Portfolios (Katie S. Dredger, Joy Myers, Pamela Sullivan, Douglas J. Loveless); Section 3: Implications for K-12 Education presents: (12) Interactive Art Applications (I-Apps) in the Development of Younger Learners' Creative Thinking (Sylvia Vincent Stavridi); (13) Technologies of Resistance: Facilitating Students' 21st Century Thinking Using Material Tools (Ann D. David, Annamary L. Consalvo); (14) Assessment Shouldn't Be a Pay-Per-View Activity: Offering Classroom Teachers Authentic Student-Centered Assessment Activities (Robert Williams, Dan Woods); (15) Incorporating Students' Digital Identities in Analog Spaces: The Educator's Conundrum (William J. Fassbender); (16) Living the YOLO Lifestyle: The Rhetorical Power of Memes in the Classroom (Crystal L. Beach, Katie S. Dredger); and (17) Making Sense of Authors and Texts in a Remixed, Participatory Culture (Crystal L. Beach). A compilation of references, information about the contributors, and an index are included.
IGI Global. 701 East Chocolate Avenue Suite 200, Hershey, PA 17033. Tel: 866-342-6657; Tel: 717-533-8845; Fax: 717-533-8661; e-mail: cust@igi-global.com; Web site: http://www.igi-global.com/
Publication Type: Books; Reference Materials - General; Collected Works - General
Education Level: Elementary Secondary Education
Audience: Students; Researchers; Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A