Perrotta, C and Evans, MA (2013) Instructional design or school politics? A discussion of ‘orchestration'in TEL research. Journal of Computer-Assisted Learning, 29 (3). 260 - 269. ISSN 0266-4909
Abstract
This paper argues that the emphasis on orchestration as a metaphor for teaching in technology-enhanced learning (TEL) environments, featured in recent academic discussions, is an opportunity to broaden the scope of the inquiry into educational technology. Drawing on sociological literature and research that investigated the systemic factors that influence the uptake of information and communication technologies in formal and informal learning contexts, the paper contends that a focus on instructional design does insufficient justice to the complexities of actual technology use in classrooms and after-school programs. It is suggested, instead, that orchestration might better be used as a heuristic device to deepen our understandings of the relationships between power, bestowed on teachers or claimed by them through a number of strategies, educational technology, and teaching practices. The paper concludes that to fully understand this relationship and to support teachers, concern should be given equally to the existing political and cultural dynamics of TEL environments. Examples of orchestration as a political, cultural process are provided, illustrating how teachers appropriate technology and ‘innovative’ pedagogies to negotiate power.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2013, Wiley. This is the accepted version of the following article: “Perrotta, C and Evans, MA (2013) Instructional design or school politics? A discussion of ‘orchestration' in TEL research. Journal of Computer-Assisted Learning, 29 (3). 260 - 269. ISSN 0266-4909” which has been published in final form at http://dx.doi.org/10.1111/j.1365-2729.2012.00494.x. In addition, authors may also transmit, print and share copies with colleagues, provided that there is no systematic distribution of the submitted version, e.g. posting on a listserve, network or automated delivery. |
Keywords: | informal science education; learning-by-design; orchestration; power; video games |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Education, Social Sciences and Law (Leeds) > School of Education (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 08 May 2015 11:59 |
Last Modified: | 02 Aug 2015 09:41 |
Published Version: | http://dx.doi.org/10.1111/j.1365-2729.2012.00494.x |
Status: | Published |
Publisher: | Wiley |
Identification Number: | 10.1111/j.1365-2729.2012.00494.x |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:84266 |