The Agencement of Taskification: On New Forms of Reading and Writing in BYOD Schools

Autor/inn/en	Alirezabeigi, Samira; Masschelein, Jan; Decuypere, Mathias
Titel	The Agencement of Taskification: On New Forms of Reading and Writing in BYOD Schools
Quelle	In: Educational Philosophy and Theory, 52 (2020) 14, S.1514-1525 (12 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	0013-1857
DOI	10.1080/00131857.2020.1716335
Schlagwörter	Handheld Devices; Technology Uses in Education; Ownership; Technology Integration; Educational Philosophy; Writing Instruction; Reading Instruction; Notetaking + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Eigentum; Bildungsphilosophie; Erziehungsphilosophie; Schreibunterricht; Leseunterricht
Abstract	The proliferation of digital devices in educational settings has contributed to the decentralization of knowledge from teachers and established textbooks to fluid online personalized resources, and from blackboards as spaces of materialization of this knowledge to personal screens. In this new constellation, school practices such as reading, writing and note-taking take new forms. How are these practices reconfigured when centered around mobile digital devices? In this paper, we investigate routine lesson practices of a Bring Your Own Device (BYOD) school by means of an ethnographic observation. Adopting the term agencement as a heuristic device, we explore what practices are being constituted and how they are always in connection with one another. Moreover, we show that by practicing they produce different forms of action. We argue that in such a hybrid constellation, tasks find a different status beyond isolated and self-contained units for enhancing learning in different lessons. We introduce task-agencement, through which the task always entails a process of taskification that formats BYOD schools. With taskification, we mean that the task-agencement expands the domain in which tasks not only influence the organization and structure of lessons, but equally the very organization of the BYOD school by enacting a particular form of schooling. Finally, we propose a taskified form as a form of BYOD schooling that templates and formats how practices such as reading and writing, contextualization and introduction of the lesson are conducted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01