Investigating Digital Doings through Breakdowns: A Sociomaterial Ethnography of a Bring Your Own Device School

Autor/inn/en	Alirezabeigi, Samira; Masschelein, Jan; Decuypere, Mathias
Titel	Investigating Digital Doings through Breakdowns: A Sociomaterial Ethnography of a Bring Your Own Device School
Quelle	In: Learning, Media and Technology, 45 (2020) 2, S.193-207 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alirezabeigi, Samira) ORCID (Masschelein, Jan) ORCID (Decuypere, Mathias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2020.1727501
Schlagwörter	Educational Technology; Technology Uses in Education; Ownership; Handheld Devices; Laptop Computers; Social Influences; Safety; Telecommunications; Networks; Classroom Environment; Instructional Materials; Learning Activities; Teaching Methods + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Eigentum; Laptop computer; Laptop; Computer; Digitalrechner; Sozialer Einfluss; Sicherheit; Telekommunikationstechnik; Klassenklima; Unterrichtsklima; Lehrmaterial; Lehrmittel; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	As personal digital devices have become increasingly embedded in schools, what they do tends to silently fall into the background and generally be taken for granted. In order to scrutinize the silent doings of digital devices, this paper explores how attending to breakdowns as a methodological heuristic device can be an insightful entry point to surface and analyze these doings. By conducting a sociomaterial ethnographic study in one Bring Your Own Device (BYOD) school, this paper disentangles four different breakdowns that occurred during the ethnographic study. The analysis reveals a particular mode of digital doings at school, coined as digital pedagogics, that characterizes the school space-time as plastic and poly-synchronous and curates lesson activities. Moreover, this mode is heavily conditioned by and through the school's sociomaterial infrastructure. The paper concludes that in the wake of the breakdowns, the school's infrastructure comes into being not merely as a bundle of cables and basic structures that make the school function, but more importantly as a complex configuration of clouds, software and interfaces, algorithms and patterns, standards, protocols and negotiations. This sets the condition for framing contemporary digitized schools within a particular techno-scholastic milieu. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01