Paradoxes of participation in the digitalization of education: A narrative account | Culture and communication in digital worlds

Author(s): Pekka Mertala

Year of publication: 2020

Keywords: Digitalization, Education, Participation, Ed-tech, Paradoxes

Methodology/Sample: Narrative research/_

Reference: Mertala, P. (2020). Paradoxes of participation in the digitalization of education: A narrative account. Learning, Media and Technology, 45(2), 179-192. https://doi.org/10.1080/17439884.2020.1696362

Abstract

The language used around the digitalization of education tends to be inherently political, value-laden, and deterministic. This position paper scrutinizes this so-called ‘Ed-Tech speak’ via narrative methodology. The analytical focus is the paradoxes that exist between the normalizing master narratives of Ed-Tech speak and the complexity and polyphony of everyday praxis in terms of participation. By using an educational tablet project conducted in Finnish primary and secondary schools as an empirical example this paper will problematize the promise of participation in the context of the digitalization of education through three different viewpoints: paradoxes of societal participation, paradoxes of participatory pedagogics, and paradoxical politics of participation.

> Summary

The paper critiques the political and deterministic language surrounding educational digitalization, termed ‘Ed-Tech speak’.
It explores paradoxes in societal participation and participatory pedagogics within educational technology.
The case study focuses on an educational tablet project in Finnish schools, highlighting complexities in participation.
The narrative methodology reveals the tension between master narratives and everyday educational practices.

> Problem statement

The paper critiques the political and deterministic language surrounding digitalization in education, termed ‘Ed-Tech speak’.
It explores the paradoxes between master narratives and everyday educational practices.
The study focuses on the challenges of participation in the context of an educational tablet project in Finnish schools.
It highlights the imbalanced power relations among stakeholders in educational technology narratives.
The paper questions the effectiveness of parental involvement in educational reforms and their concerns being overlooked.

> Methods used

The paper employs narrative methodology to scrutinize ‘Ed-Tech speak’ in education.
It analyzes paradoxes between master narratives and everyday practices of participation.
The research is based on an educational tablet project in Finnish schools.

> Practical implications

The paper highlights the need for critical examination of ‘Ed-Tech speak’ to improve educational technology research integrity.
It emphasizes the importance of diverse voices in educational discourse to reflect failures and challenge master narratives.
The findings suggest that teachers require autonomy and flexibility in implementing educational reforms for effective adoption.
The research advocates for public discussions on ‘digital downsides’ to counter exaggerated claims in educational technology.
It warns against simplistic narratives that overlook the complexities of educational technology implementation.