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Hidden Role of Software in Educational Research

Tom Liam Lynch
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Common Core Standards
Computational Assemblage
critical discourse analysis
Critical Software Studies
critical software studies in schools
Data Visualizations Graphs
Department of Education
digital humanities
Direct Writing Assessments
Education Industrial Complex
educational policy
Educational technology
ELA
English education
Epistemological Commitments
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Flash Video
Flesch Kincaid Reading Level
K-12 classroom technology
Large Scale Portfolio Assessment
Large Scale Writing Assessment
multimodal semiotics
Neoliberal Education Reform
Neoliberal Reform Movement
online learning
Professional Development
Qualitative Rubric
Quantitative Text Analysis
school reform
software ontology
Software Space
software studies
Stem Education
Teacher Evaluation Rubric
Teacher Evaluation Scores
Teacher Evaluation System
technology policy education

Product details

  • ISBN 9781138084933
  • Weight: 331g
  • Dimensions: 152 x 229mm
  • Publication Date: 18 May 2017
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

Educational research often discounts the uniqueness and ubiquity of software and the hidden political, economic and epistemological ways it impacts teaching and learning in K-12 settings. Drawing on theories and methodologies from English education, critical discourse analysis, multimodal semiotics and digital humanities, this volume exposes the problems of technology in schools and refocuses the conversation on software. This shifting of focus invites more nuanced questions concerning the role of software in school reform and classroom instruction, and takes a critical stance on software’s role in education.

This volume explores the ontology of software and the ways it is construed within educational policy discussions. It is beneficial to schools, companies, policy makers and practitioners seeking a more theoretical framework for technology in education.

About Tom Liam Lynch
Tom Liam Lynch is Assistant Professor of Education Technology at Pace University. A former English teacher and schools official in New York City, Dr. Lynch has led online/blended learning programs for students as well as for teachers. His research sits at the intersection of literacy education, educational technologies, critical discourse analysis, and software studies. His publications appear in leading educational research journals, including the Research in the Teaching of English, Journal of Adolescent and Adult Literacy, and Changing English. Dr. Lynch also edits a column in English Journal called Soft(a)ware: Instructional Technologies in the English Classroom. Learn more at www.tomliamlynch.org.

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