Please use this identifier to cite or link to this item:
|Title:||Learning and Teaching in the Ruins: Reassembling Innovation Debris After Grants Expire|
|Keywords:||Teaching and Teacher Learning|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Smirnov, N. (2020). Learning and Teaching in the Ruins: Reassembling Innovation Debris After Grants Expire. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2109-2116). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||This paper draws on an ethnography of a civic journalism unit in an urban high school, originally designed as part of a larger technology integration intervention sponsored by several education innovation grants. While the research design aimed to document civic learning outcomes of the digitally-mediated curriculum, the data collection occurred after the external grants expired, leaving the teacher to conduct the unit without additional support. I describe the school as a liminal educational landscape, transitioning between contradictory trajectories of urban de-industrialization and market-based interventions, and characterized by a pervasive culture of precarity, negotiability, and vulnerability. I explore how these conditions interacted with technological innovation debris—digital devices and infrastructural remains of the intervention—to form shifting learning assemblages that occasionally cohered with the unit’s curricular virtualities, but often re-assembled into other technology-based activities relevant to the new cohort of students.|
|Appears in Collections:||ICLS 2020|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.