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- W2233398832 abstract "It is not uncommon to find that educational technology publications are undertheorized or uncritical of adopted frameworks. In many cases the literature is simply descriptive with only passing reference to an analytical or theoretical construct. This condition is particularly evident in the use of “community of practice” (CoP) in educational technology research. In these studies, CoP is often erroneously used to describe both an aspirational state of harmonious collaboration and an instrumentalist strategy to be enacted upon learners to achieve externally defined goals, such as the rapid adoption of technologies. The process of how CoPs form and function and the process of how CoPs achieve transformative change are usually underexamined. Therefore, there is a substantial body of literature and a corresponding tradition of research that ignores or treats as peripheral the complex relationships between technology, individuals, the collective, and a given sociocultural context over time. A less generous commentator might even claim that, at best, it reflects a dominant delusional ideology of education as a harmonious enterprise and, at worst, a disingenuous or willful ignorance of factors such as power relations, resistance, inequality, personal and socially negotiated histories and trajectories, and contested identities. This chapter explores the possible reasons for, implications of, and future strategies regarding the delusion, confusion, and instrumentalism of CoP in educational technology research." @default.
- W2233398832 created "2016-06-24" @default.
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- W2233398832 date "2015-01-01" @default.
- W2233398832 modified "2023-09-28" @default.
- W2233398832 title "The (Mis)Use of Community of Practice: Delusion, Confusion, and Instrumentalism in Educational Technology Research" @default.
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- W2233398832 doi "https://doi.org/10.1057/9781137385451_8" @default.
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