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001 978-1-4020-6613-9
003 DE-He213
005 20161121230729.0
007 cr nn 008mamaa
008 100408s2007 ne | s |||| 0|eng d
020 _a9781402066139
_9978-1-4020-6613-9
024 7 _a10.1007/978-1-4020-6613-9
_2doi
050 4 _aLC8-6691
072 7 _aJNA
_2bicssc
072 7 _aEDU040000
_2bisacsh
082 0 4 _a370.1
_223
245 1 0 _aEducational Research: Networks and Technologies
_h[electronic resource] /
_cedited by Paul Smeyers, Marc Depaepe.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2007.
300 _aVI, 228 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aEducational Research: Networks and Technologies ;
_v2
505 0 _aNetworks and Technologies: On the Continuity and Change of Educational Research and Practice -- www.thedevelopmentofknowledge.net -- Networks, Information Politics and the New Paradigm of Social Production -- Networks as Spaces and Places: Their Importance for Educational Research Collaboration1 -- The Role of Electronic Reading and Writing in Networking and in Educational Research: What Difference Does It Make? -- On the Position of the Educationalist Intellectual in the Information Age: Shouldn't We Become Meta-modern Artists? -- The Hidden Homogenization of Educational Research: On Opening up the Sphere of Responsiveness -- Network, Critique, Conversation: Towards a Rethinking of Educational Research Methods Training -- Research in Motion: Doctoral Programmes at the Network University -- Public Space in a Network Society? A Note on the Call for Public Space (Philosophy) in Education Today -- ‘Erasmus the Albatross’: The Transmission of Ideas as Information -- Penelope's Work: Only Disconnect -- Normalizing Parenthood Once Again: What it Means to be a Parent Today -- True Love Waits: Abstinence Education in the USA -- Punishment as an Educational Technology: A Form of Pedagogical Inertia in Schools?.
520 _aThere have always been networks in the context of educational research as well as particular technologies. Yet recent developments in ICT have put their mark on contemporary education and on educational research and more in general on knowledge and understanding. Does the ‘network society’ and its supporting technologies constitute a thoroughly radical innovation in social practice? Does information technology poison the minds of the younger generation? Do educational institutions have to be transformed in order to effectively serve the needs of the twenty-first century? And what are the implications of these changes for educational research and for researchers themselves? In this book distinguished philosophers and historians of education focus on the way ‘networks’ and ‘technologies’ characterize education and educational research nowadays. Attention is paid for instance to online networks as ‘spaces’ and ‘places’ that are changing research practices and relations, to the involvement of the researcher in the moral debate, but also to particular educational technologies such as the use of experts’ advice concerning Internet use, the American True Love Waits movement and the practice of punishment in schools. "This groundbreaking book records the intellectual struggles of a diverse and distinguished group of scholars as they come to grips with the changes in knowledge production, and modes of research communication, engendered by contemporary information and communications technology. The book performs a major service in placing the phenomenon of networks - their potentialities and also their dangers - squarely on our intellectual agenda." D.C. Phillips, Professor Emeritus of Education and Philosophy, Stanford University "In this book, a rich array of international scholars in the philosophy and history of education address a pressing concern in contemporary educational research and educational practice: the impact of information technology and networks. The authors are strikingly successful, both in explicating the effects of these changes on both domains and in subverting these effects by pointing out the ironies and continuities lodged beneath technology's veneer of utility and novelty." David F. Labaree, Professor of Education, Stanford University This publication is realized by the Research Community (FWO-Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Also realized by the Research Community is Educational Research: Why "What Works" Doesn’t Work, which appeared in 2006.
650 0 _aEducation.
650 0 _aEducational policy.
650 0 _aducation and state.
650 0 _aEducational technology.
650 0 _aEducational sociology.
650 0 _aEducation
_xPhilosophy.
650 0 _aEducation and sociology.
650 0 _aSociology, Educational.
650 1 4 _aEducation.
650 2 4 _aEducational Philosophy.
650 2 4 _aEducational Technology.
650 2 4 _aSociology of Education.
650 2 4 _aEducational Policy and Politics.
700 1 _aSmeyers, Paul.
_eeditor.
700 1 _aDepaepe, Marc.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781402066122
830 0 _aEducational Research: Networks and Technologies ;
_v2
856 4 0 _uhttp://dx.doi.org/10.1007/978-1-4020-6613-9
912 _aZDB-2-SHU
950 _aHumanities, Social Sciences and Law (Springer-11648)
999 _c503141
_d503141