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- W2533702997 abstract "Computer artefacts are anything but socially neutral learning tools---especially in an elementary school classroom. presence of computer-based technologies not only influences the thought processes of both teachers and students, but also affects the rhythms and ordering of classroom life. My research project was initiated by my interest in, and commitment to, thinking through relations of social equity. Carrying forward the philosophical spirit of Tikkun Olam (i.e. the healing, repairing of the world) to my work in Teacher Education beckoned the question: How could I involve prospective teachers in methods of thinking that take seriously matters of collective action, social diversity, social equity, and ecological renewal in relation to their work as (future) teachers? This dissertation serves as my textual response to this question. My dissertation: The Mediating Technologies Project, (funded by Social Science and Humanities Research Council and Ontario Graduate Scholarship) emerged from my desire to structure occasions for prospective teachers to press beyond habitual and ordinary ways of making sense of relations of classroom practices and educational uses of computer artefacts. In my project, teacher candidates discovered how seemingly 'neutral' teaching practices involving computer artefacts privilege some students while exclude others. The participants' stories I relate in this dissertation illustrate the potential for storytelling and the writing of Critical Fictions to engage teacher candidates in critical investigations of existing praxis and sustained contemplation of unfolding relationships among teachers, students, curricular artefacts, and, the material conditions of schools and classrooms. My dissertation explores the conceptual, curricular, and planning decisions used to create a learning space committed to challenging social inequities. I also offer considerations of how beginning teachers, and their educators, think about the (mandated) integration of computer artefacts in classroom practices (in the elementary stream) in relation to social justice. My dissertation calls to attention some of the contradictions between how the formal curriculum is conceived and how it is lived in events of public schooling. Further, from my project, emerges original knowledge on relationships among socially equitable teaching practices and computer artefacts." @default.
- W2533702997 created "2016-10-28" @default.
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- W2533702997 date "2004-01-01" @default.
- W2533702997 modified "2023-09-27" @default.
- W2533702997 title "The mediating technologies project" @default.
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