TY - GEN
T1 - Neutrality, “New” digital divide, and openness paradox
T2 - 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020
AU - Mawasi, Areej
AU - Aguilera, Earl
AU - Wylie, Ruth
AU - Gee, Elisabeth
N1 - Publisher Copyright:
© ISLS.
PY - 2020
Y1 - 2020
N2 - In recent years, a critical turn in the Learning Sciences has begun to consider issues of equity, power, and ideology in the design of educational interventions. While this scholarship has made important contributions to our understanding of learning in relation to these issues, less work has addressed the limitations of design approaches in the context of educational technology. Surveying emerging literature in this area, this paper outlines three key considerations for learning scientists seeking to address issues of equity when studying, designing, and implementing technology-rich environments. These issues, taking new forms across technologies and digital media, we identify as: the Neutrality Facade, the “New” Digital Divide, and the Openness Paradox. Finally, the paper offers three directions for addressing power issues in learning environments mediated by educational technology and digital media: critical design methods, critical digital pedagogy, and critical design literacies.
AB - In recent years, a critical turn in the Learning Sciences has begun to consider issues of equity, power, and ideology in the design of educational interventions. While this scholarship has made important contributions to our understanding of learning in relation to these issues, less work has addressed the limitations of design approaches in the context of educational technology. Surveying emerging literature in this area, this paper outlines three key considerations for learning scientists seeking to address issues of equity when studying, designing, and implementing technology-rich environments. These issues, taking new forms across technologies and digital media, we identify as: the Neutrality Facade, the “New” Digital Divide, and the Openness Paradox. Finally, the paper offers three directions for addressing power issues in learning environments mediated by educational technology and digital media: critical design methods, critical digital pedagogy, and critical design literacies.
UR - http://www.scopus.com/inward/record.url?scp=85102939875&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85102939875&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85102939875
T3 - Computer-Supported Collaborative Learning Conference, CSCL
SP - 1617
EP - 1620
BT - 14th International Conference of the Learning Sciences
A2 - Gresalfi, Melissa
A2 - Horn, Ilana Seidel
PB - International Society of the Learning Sciences (ISLS)
Y2 - 19 June 2020 through 23 June 2020
ER -