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Digital Technology and Education in the Age of Globalization

Mamlok, Dan
http://orcid.org/0000-0002-3910-7169
http://rave.ohiolink.edu/etdc/view?acc_num=miami1492461952509602

Abstract Details

2017, Doctor of Philosophy, Miami University, Educational Leadership.
The widespread use of digital technology has had a remarkable effect on almost every domain of human life. Advanced digital technologies are used for communicating with friends and colleagues; engaging in social media; holding down jobs; paying bills; purchasing tickets for events; listening to music; watching films and making videos; and many other daily activities (Pegrum, 2011). This technological change has caused governments, educational departments, and non-governmental organizations (NGO’s) to recognize the need to develop educational plans that would support the social and the cultural changes that have occurred with the ubiquitous permeation of digital technology into our everyday lives. The purpose of this research was to examine several socio-cultural aspects related to the integration of digital technology and education. Specifically, this study aimed to explore how teachers’ understanding of digital technology and the practices used in the classrooms advance or constrain democratic citizenship. This dissertation aimed to bridge theory and practice by developing a philosophical investigation through empirical research. The importance of utilizing empirical research in a philosophy follows Arcilla’s (2002) claim that one needs to reconsider how philosophy can become relevant to educators. Through employing critical, qualitative research methodology, this study provides a comparative examination of teachers’ understanding of digital technologies for education, as expressed by teachers in Israel and teachers in the United States. Conducting a comparative examination helped to reveal the meta-ideological aspects of utilizing digital technology in schools. The heart of this study dealt with the promise of digital technology to transform education in the age of globalization, under the neoliberal apparatus. The analysis chapters examine several assumptions regarding digital technology and education, through critical exploration of educational policies, interviews, and class observations. Drawing from Habermas’ (1981/ 1984; 1981/1987) theory, this study examined the tensions between the promise to transform education through technology and the tendency to utilize digital technology in instrumental and technical ways. The study concludes with the proposal of a theoretical framework for developing digital citizenship.
Kathleen Knight Abowitz (Advisor)
Richard Quantz (Committee Co-Chair)
Lisa Weems (Committee Member)
Thomas Poetter (Committee Member)
Jason Palmeri (Committee Member)
199 p.
Education; Education Philosophy; Educational Sociology; Educational Technology; Educational Theory
technology and education; philosophy and education; sociocultural studies in education; critical theory and education; democracy and education; critical qualitative study in education

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Citations

  • Mamlok, D. (2017). Digital Technology and Education in the Age of Globalization [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1492461952509602

    APA Style (7th edition)

  • Mamlok, Dan. Digital Technology and Education in the Age of Globalization . 2017. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1492461952509602.

    MLA Style (8th edition)

  • Mamlok, Dan. "Digital Technology and Education in the Age of Globalization ." Doctoral dissertation, Miami University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1492461952509602

    Chicago Manual of Style (17th edition)

miami1492461952509602
1,082
© 2017, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.