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Education Ict Assemblage: Encounters of Discourses

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Education Ict Assemblage: Encounters of Discourses EDUCATION ICT ASSEMBLAGE: ENCOUNTERS OF DISCOURSES, EMOTIONS, AFFECTS, SUBJECTS, AND THEIR PRODUCTIVE FORCES by PAULA CRISTINA LAMEU A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY Department of Education and Social Justice School of Education College of Social Sciences University of Birmingham April 2017 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT Information and Communication Technology (ICT) is part of everyday life. It is not different in the education field. However, its use has implications for what it means to teach and learn effectively in contemporary education. When ICT is used in the classroom, things happen through divergent forces, components, and mechanisms, according to different contexts, and evidencing a complex environment. The purpose of this study is to show how complex the use of ICT in education is by analysing different components and their productive forces. Assemblage ethnography is the methodology adopted and a range of data collection tools are used. The thesis explores five case studies generated from different settings: Primary, Secondary and Post-secondary education. The analysis offered shows how discourse, policy-making, budget, and CPD are not enough to account for all of the ICT-related situations that happen on a daily basis inside schools. ICT in education evidences a diverse and fragmented field of policy, money, and practice, pedagogy and many other elements. This study concludes that there are three main productive forces emerging from the education ICT assemblage which: evidenced unsolved issues of the schooling process, enhanced or made emotions emerge; opened possibilities for other subjectivities to happen. To my family ACKNOWLEDGEMENTS Firstly, I would like to thank the Brazilian Government, the Coordination for the Improvement of Higher Education Personnel and the University of Birmingham that awarded me the grant to develop my studies. Without the program International Cooperation Nottingham –Birmingham this thesis would not have been possible. I would like to express my sincere gratitude for my supervisor Prof. Deborah Youdell, for being more than a supervisor, supporting me, being patient, guiding me and mainly for believing in my potential, more than myself. I also would like to thank my second supervisor Dr. Ian McGimpsey for being present and positive about my work, always enabling opportunities for me to reflect upon my work. Besides my supervisor, I would like to thank my research peers from the research group in Education, Discourse, Identity and Media (EDIM) from the School of Philosophy, Languages and Human Sciences of University of Sao Paulo mainly Prof. Anna Maria G. Carmagnani and Prof. Carlos Renato Lopes for the continuous support and insight throughout the process. My gratitude goes also to research Grupo Alpha, from the School of Education at the University of Sao Paulo, mainly Prof. Stela Piconez, who also challenged my ideas making me improve day by day, reflecting in my critical thinking in my thesis. I would like to thank the Brazilian community of researchers in Birmingham who were with me in the good days and in the bad days. They became good and real friends who I will take forever, wherever I go. Last but not least I would like to think my husband and daughter for giving up on their lives and dreams for me to live mine. TABLE OF CONTENTS CHAPTER 1 – INTRODUCTION AND POLICY CONTEXT ........................................ 1 1.1 INTRODUCTION ................................................................................................... 1 1.2 POLICY CONTEXT ............................................................................................... 4 CHAPTER 2 – ONTOLOGICAL PERSPECTIVE AND ANALYTICAL FRAMEWORK .................................................................................................................................. 44 2.1 INTRODUCTION ................................................................................................. 44 2.2 SUBJECTS AND SUBJECTIVATION ................................................................. 50 2.3 LANGUAGE AND DISCOURSE(S) ..................................................................... 54 2.4 EMOTIONS AND AFFECTS ............................................................................... 57 CHAPTER 3 - RESEARCH DESIGN, METHODOLOGY, DATA COLLECTION TECHNIQUES AND ANALYSIS ................................................................................ 65 3.1 INTRODUCTION ................................................................................................. 65 3.2 RESEARCH DESIGN – CASE STUDY ............................................................... 68 3.3 METHODOLOGY ................................................................................................ 71 3.3.1 TRADITIONAL ETHNOGRAPHY ..................................................................... 71 3.3.2 NEW ETHNOGRAPHIC APPROACHES ......................................................... 74 3.3.3 ASSEMBLAGE ETHNOGRAPHY .................................................................... 80 3.3.3.1 DATA COLLECTION TECHNIQUES............................................................. 83 3.4 PROCEDURES OF DATA ANALYSIS ................................................................ 89 3.5 ETHICS ............................................................................................................... 91 CHAPTER 4 – ANALYSIS ......................................................................................... 95 4.1 INTRODUCTION ................................................................................................. 95 4.2 CASE 1 – MOBILE HISTORY ............................................................................. 98 4.2.1 WHAT WAS SAID… ....................................................................................... 106 4.2.1.1 … BY ACADEMIA: MOBILE LEARNING ..................................................... 106 4.2.1.2 … BY THE COMPONENTS ........................................................................ 115 4.2.2 WHAT WAS FELT .......................................................................................... 122 4.2.3 SUBJECTIVATION AND SUBJECTS............................................................. 126 4.3 CASE 2 – CLICKING GEOGRAPHY ................................................................. 132 4.3.1 WHAT WAS SAID… ....................................................................................... 138 4.3.1.1 … BY ACADEMIA: CLICKERS AND GAMIFICATION ................................ 138 4.3.1.2 … BY THE COMPONENTS ........................................................................ 149 4.3.2 WHAT WAS FELT .......................................................................................... 154 4.3.3 SUBJECTIVATION AND SUBJECTS............................................................. 160 4.4 CASE 3 – WHISTLING CYBERBULLYING ....................................................... 163 4.4.1 WHAT WAS SAID… ....................................................................................... 173 4.4.1.1 … BY ACADEMIA: CYBERBULLYING ....................................................... 173 4.4.1.2 … BY THE COMPONENTS ........................................................................ 181 4.4.2 WHAT WAS FELT .......................................................................................... 188 4.4.3 SUBJECTIVATION AND SUBJECTS............................................................. 191 4.5 CASE 4 – CODING PHONICS .......................................................................... 195 4.5.1 WHAT WAS SAID… ....................................................................................... 201 4.5.1.1 … BY ACADEMIA: COMPUTATIONAL THINKING, COMPUTER SCIENCE, COMPUTING, AND CODING .................................................................................. 201 4.5.1.2 … BY THE COMPONENTS ........................................................................ 218 4.5.2 WHAT WAS FELT .......................................................................................... 225 4.5.3 SUBJECTIVATION AND SUBJECTS............................................................. 230 4.6 CASE 5 – LOGGING IN ARTS .......................................................................... 233 4.6.1 WHAT WAS SAID… ....................................................................................... 239 4.6.1.1 … BY ACADEMIA: LEARNING SPACES .................................................... 239 4.6.1.2 … BY THE COMPONENTS ........................................................................ 245 4.6.2 WHAT WAS FELT .......................................................................................... 254 4.6.3 SUBJECTIVATION AND SUBJECTS............................................................. 258 CHAPTER 5 – CONCLUSION ...............................................................................
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