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Deconstructing the Education-Industrial Complex in the Digital Age

Book Description

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.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board and List of Reviewers
    1. Editorial Advisory Board
  6. Foreword
    1. REFERENCES
  7. Preface
    1. WHY THIS BOOK, AND WHY NOW?
    2. REFERENCES
  8. Acknowledgment
  9. Section 1: Curriculum and Instruction in a Neoliberal, Digital Age
    1. Chapter 1: The Way It's Going
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. SOLUTIONS AND RECOMMENDATIONS
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    2. Chapter 2: Gender, Process, and Praxis
      1. ABSTRACT
      2. INTRODUCTION
      3. CONTEXT AND FRAMEWORK
      4. A DISASTROUS RISE OF MISPLACED POWER? THE PEDAGOGICAL FORMATION OF THE MILITARY-EDUCATION-ENTERTAINMENT COMPLEX
      5. DANGEROUS KNOWLEDGE: COUNTER-CONDUCT, COUNTER-POLITICS, AND RECLAIMING THE AGENCY OF SUBJECTIVITY
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
    3. Chapter 3: Liminal Learning
      1. ABSTRACT
      2. INTRODUCTION
      3. DISRUPTING NEOLIBERAL STRUCTURES
      4. METAPHOR AND MEANING
      5. THE LIMINAL SPACE
      6. A LIMINAL SOURCE OF LEARNING
      7. LIMINALITY FOR EDUCATORS
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    4. Chapter 4: Where Are We If Our Batteries Die?
      1. ABSTRACT
      2. INTRODUCTION
      3. THE GUTENBERGIAN MYTH
      4. ENGELBART’S PHILOSOPHY OF TECHNOLOGY
      5. TOYAMA’S “GEEK HERESY”
      6. CURRENT STATUS
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    5. Chapter 5: The Dying of the Light
      1. ABSTRACT
      2. INTRODUCTION
      3. THE COMMON SCHOOL
      4. THE WAR ON PUBLIC EDUCATION
      5. THE “TWITTEROCRACY” HAS SPOKEN
      6. THIS FRAGILE DEMOCRACY
      7. IN DEFENSE OF PUBLIC EDUCATION
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
      11. ENDNOTES
  10. Section 2: Implications for Higher Education
    1. Chapter 6: The Use of ePortfolios in Teacher Education Programs to Support Reflective Practitioners in a Digital World
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. IMPLEMENTATION CASES
      5. IMPLEMENTATION AFFORDANCES AND CHALLENGES
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    2. Chapter 7: Adapting Problem-Based Learning to Database Courses in the Digital Age
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. TEACHING DATABASE CONCEPTS TO ASPIRING PROFESSIONALS
      5. PROBLEM-BASED LEARNING FOR DATABASES
      6. CIVIC EDUCATION IN THE AGE OF OPEN DATA
      7. CONCLUSION: TEACHING DATABASE CONCEPTS FOR CIVIC EDUCATION WITH PROBLEM-BASED LEARNING
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    3. Chapter 8: Strategies for Implementing Digital Assignments
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. CHAPTER OVERVIEW
      5. VALUE OF DIGITAL COMPOSITION
      6. PERCEPTIONS OF LEARNING AND MOTIVATION
      7. PROCESS
      8. PEER-TO-PEER LEARNING
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
    4. Chapter 9: Digital Storytelling and Digital Literacy
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. IMPORTANT PERSPECTIVES ON DIGITAL STORYTELLING AND DIGITAL LITERACY
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. ADDITIONAL READING
      9. KEY TERMS AND DEFINITIONS
    5. Chapter 10: Lessons Learned Building an Online Degree Program
      1. ABSTRACT
      2. INTRODUCTION
      3. INSTRUCTIONAL DESIGN MODEL AND DEVELOPMENT OF COURSES IN A PROGRAM
      4. CONCLUSION: MOVING FORWARD/LOOKING AHEAD
      5. REFERENCES
      6. KEY TERMS AND DEFINITIONS
      7. APPENDIX 1: ONLINE ASSESSMENT
      8. APPENDIX 2: ADDITIONAL STUDENT COMMENTS
    6. Chapter 11: Creating Connected Educators with Online Portfolios
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. NEGOTIATING PURPOSE: WHY WOULD A STUDENT WANT TO CREATE AN ONLINE PORTFOLIO?
      5. RELATING TO AN AUDIENCE: WHAT DO AUDIENCES AND AUTHORS GAIN FROM ONLINE PORTFOLIOS?
      6. STUDENT PRIVACY: WHAT SHOULD BE MADE PUBLIC?
      7. AUTHORING ALTERNATE IDENTIES: HOW DO PROFESSIONALS CREATE A “BRANDED” SELF ONLINE?
      8. DISCUSSION
      9. ASSESSING IN THE STUDENTS’ INTERESTS: HAVE WE PROBLEMATIZED THE HEGEMONY OF STANDARDS AND THEIR INFLUENCE ON ASSESSMENT?
      10. PUBLIC NATURE OF DOCUMENTING GROWTH ONLINE: WHAT IS THE UNIVERSITY INSTRUCTOR’S ROLE IN PROTECTING STUDENT TEACHERS?
      11. REFLECTING TRANSPARENTLY ON LEARNING: HOW DO ONLINE PORTFOLIO INCREASE THE VULNERABILITY OF LEARNERS?
      12. BRIDGING THE DIGITAL DIVIDE: HOW DO WE RECONCILE THE FACT THAT THERE ARE THOSE WHO HAVE RESOURCES FOR EMERGING TECHNOLOGIES AND THOSE WHO DO NOT?
      13. REWRITING THE “TECHIE” IDENTITY: HOW DO WE CATEGORIZE OURSELVES AND OTHERS WHEN IT COMES TO TECHNOLOGY USE?
      14. CONCLUSION
      15. REFERENCES
      16. KEY TERMS AND DEFINITIONS
      17. ENDNOTE
      18. APPENDIX: DESCRIPTION AND RUBRIC OF ONLINE PORTFOLIO ASSIGNMENT
  11. Section 3: Implications for K-12 Education
    1. Chapter 12: Interactive Art Applications (I-Apps) in the Development of Younger Learners' Creative Thinking
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND: INTERACTIVE DIGITAL VISUAL ART APPLICATIONS AS DRIVING INFORMAL EDUCATIONAL REFORM
      4. INTERACTIVE VISUAL ART PRACTICES: AN INTEGRATED ELEMENT FOR EXPLORATION AND DISCOVERY
      5. CREATIVE REFLECTIVE LEARNING AS A SOLUTION
      6. RECOMMENDATIONS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    2. Chapter 13: Technologies of Resistance
      1. ABSTRACT
      2. INTRODUCTION
      3. PARENTING WITH A PHD IN AN AGE OF EDUCATIONAL TECHNOLOGY
      4. THE LONG VIEW
      5. METHODS: PEOPLE, PLACES, AND HOW WE CAME TO UNDERSTAND THEM
      6. RESISTANCE THROUGH MATERIAL MEANS: SELF-REPRESENTATION, ACADEMIC LITERACIES, AND PARTICIPATORY CULTURES
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    3. Chapter 14: Assessment Shouldn't Be a Pay-Per-View Activity
      1. ABSTRACT
      2. INTRODUCTION
      3. FAKE ASSESSMENTS AND REAL ASSESSMENTS
      4. REFERENCES
      5. KEY TERMS AND DEFINITIONS
      6. APPENDIX: LEARNING ACTIVITIES AND ASSESSMENT INSTRUMENTS
    4. Chapter 15: Incorporating Students' Digital Identities in Analog Spaces
      1. ABSTRACT
      2. INTRODUCTION
      3. IDENTITY CRISIS
      4. THE ONLINE IDENTITY
      5. ONLINE IDENTITIES IN THE CLASSROOM
      6. SOCIAL MEDIA AS A MULTILITERACY
      7. FACEBOOK IN THE CLASSROOM
      8. CONCLUSION
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    5. Chapter 16: Living the YOLO Lifestyle
      1. ABSTRACT
      2. INTRODUCTION
      3. “YOLO” LIFESTYLE
      4. CREATING, REMIXING, AND DISSEMINATING
      5. LOOKING AT MEMES THROUGH A CRITICAL MEDIA LITERACY LENS
      6. MULTIMODAL REMIXES AS MEMES
      7. AFFORDANCES AND PRIVILEGES OF MEME PRODUCTIONS
      8. CLASSROOM IMPLICATIONS
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
    6. Chapter 17: Making Sense of Authors and Texts in a Remixed, Participatory Culture
      1. ABSTRACT
      2. INTRODUCTION
      3. BAKTHIN + RANCIÈRE = FREEDOM THROUGH LANGUAGE
      4. REMIXING WITHIN A PARTICIPATORY CULTURE
      5. TYING BAKHTIN AND RANCIÈRE TOGETHER
      6. IMPLICATIONS FOR LITERACY EDUCATORS AND RESEARCHERS
      7. CONCLUSION
      8. ACKNOWLEDGMENT
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
  12. Compilation of References
  13. About the Contributors