The analysis of information technology and schooling based on the analytical approach of critical sociology of education

• Main Authors: Chen, Ru-Si, 陳儒晰
• Other Authors: Tan, Guang-Ding
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/21543055320638863485

博士 === 國立臺灣師範大學 === 教育研究所 === 92 === This study aims to conduct critical studies on the dimensions of information technology articulating schooling, based on the analytical approach of critical sociology of education. Employing historical study, theoretical analysis, interview, and observation as methodology, this study seeks to analyze, criticize, dialectically consider, and construct relevant topics. After a preliminary exploration into related discourses and theories and a collection of information through interview and observation, this study focuses on the instrumental innovation, structural liberation, and agential praxis and, based on the findings, proposes alternative educational actions in the hope of attaining the ideal situation of education. This study hopes to achieve the following purposes: 1. To analyze the positive implications in information technology articulating schooling. 2. To explore the critical discourses on information technology integrating schooling. 3. To construct a critical analysis on the shaping of educational practices by information technology. 4. To provide references for the authorities concerned. This study concludes with the following points: 1. The instrumental rationality of information technology influences the natural development of human activities and shapes the development of pedagogy. 2. The innovative value of information technology can’t undo the domination of capitalist structure, but tends to become the reproductive tool of formation of social inequity. 3. Information technology articulating capitalism reduces subjectivities of teachers and students and makes them unable to reveal subjectivity and agency. 4. Digital divide by access and content generating can deepen the educational inequity of minority groups. 5. Information technology and capitalism shape the configuration of information technology integrated instruction and deviate from the ideal education. 6. The information space builds the communicative situation of high-level interactions, but distorts the positive development of the interaction between teachers and students by its nature of virtuality, dislocation, and commercialization. 7. The educational reforms based on information technology orientation are usually modeled after the practices of information centers, but ignore alternative actions of transcending educational dependence. Based on the above-mentioned purposes, this study proposes the following suggestions for the reference of the authorities concerned: 1. Scholars should emphasize the analytical dimensions of instrumental innovation, structural liberation, and agential praxis in studying sociology of education. 2. Policymakers must reduce divide on access and content between races, classes, genders, and other social groups and create digital opportunities as their focus. 3. Teachers should focus on the pedagogical purposes and values in doing information technology integrated instruction and avoid falling into the domination of information technology and capitalism. 4. Teachers can employ the multiple-critical literacy in information space to help constructing the cognitive mapping of teachers and students and shape the positive relationship between teachers and students. 5. Policymakers should criticize the educational dependence as a result of information technology and plan the social alternative actions in the spirit of structural liberation.