Digital dissonances

Structuring absences in National Discourses on equity and educational technologies

Rick Voithofer, Alan Foley

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

This study traces discursive formations surrounding educational technology, equity, and inclusion that have emerged or have been amplified through national policies and initiatives in the U.S., including the Preparing Tomorrow's Teachers to Use Technology (PT3) research grant program, the No Child Left Behind Act (NCLB), the Ed Tech state funding program, the Partnership for 21st Century Skills, and the 2005 National Educational Technology Plan. Using critical discourse analysis and symptomatic readings, we examine language embedded in national initiatives in relation to educational technology to explore how these policies and initiatives address technology equity. Our analysis underscores the ongoing tendency of national discourses about educational technology to support universal and undifferentiated approaches to educational technology integration. In contrast to these national perspectives we advocate for sustaining interventions that promote contextual definitions of success and achievement rooted in the values, discourses, and resources of community and consider the redistribution of resources in ways that accommodate the complex historical and cultural factors that come into play when defining and addressing equity.

Original languageEnglish (US)
Pages (from-to)14-25
Number of pages12
JournalEquity and Excellence in Education
Volume40
Issue number1
DOIs
StatePublished - Jan 2007

Fingerprint

educational technology
equity
discourse
cultural factors
redistribution
resources
discourse analysis
grant
funding
inclusion
act
teacher
language
community
Values

ASJC Scopus subject areas

  • Education

Cite this

Digital dissonances : Structuring absences in National Discourses on equity and educational technologies. / Voithofer, Rick; Foley, Alan.

In: Equity and Excellence in Education, Vol. 40, No. 1, 01.2007, p. 14-25.

Research output: Contribution to journalArticle

@article{aabb46a242e340f69337fc069a51db0a,
title = "Digital dissonances: Structuring absences in National Discourses on equity and educational technologies",
abstract = "This study traces discursive formations surrounding educational technology, equity, and inclusion that have emerged or have been amplified through national policies and initiatives in the U.S., including the Preparing Tomorrow's Teachers to Use Technology (PT3) research grant program, the No Child Left Behind Act (NCLB), the Ed Tech state funding program, the Partnership for 21st Century Skills, and the 2005 National Educational Technology Plan. Using critical discourse analysis and symptomatic readings, we examine language embedded in national initiatives in relation to educational technology to explore how these policies and initiatives address technology equity. Our analysis underscores the ongoing tendency of national discourses about educational technology to support universal and undifferentiated approaches to educational technology integration. In contrast to these national perspectives we advocate for sustaining interventions that promote contextual definitions of success and achievement rooted in the values, discourses, and resources of community and consider the redistribution of resources in ways that accommodate the complex historical and cultural factors that come into play when defining and addressing equity.",
author = "Rick Voithofer and Alan Foley",
year = "2007",
month = "1",
doi = "10.1080/10665680601088515",
language = "English (US)",
volume = "40",
pages = "14--25",
journal = "Equity and Excellence in Education",
issn = "1066-5684",
publisher = "Taylor and Francis Ltd.",
number = "1",

}

TY - JOUR

T1 - Digital dissonances

T2 - Structuring absences in National Discourses on equity and educational technologies

AU - Voithofer, Rick

AU - Foley, Alan

PY - 2007/1

Y1 - 2007/1

N2 - This study traces discursive formations surrounding educational technology, equity, and inclusion that have emerged or have been amplified through national policies and initiatives in the U.S., including the Preparing Tomorrow's Teachers to Use Technology (PT3) research grant program, the No Child Left Behind Act (NCLB), the Ed Tech state funding program, the Partnership for 21st Century Skills, and the 2005 National Educational Technology Plan. Using critical discourse analysis and symptomatic readings, we examine language embedded in national initiatives in relation to educational technology to explore how these policies and initiatives address technology equity. Our analysis underscores the ongoing tendency of national discourses about educational technology to support universal and undifferentiated approaches to educational technology integration. In contrast to these national perspectives we advocate for sustaining interventions that promote contextual definitions of success and achievement rooted in the values, discourses, and resources of community and consider the redistribution of resources in ways that accommodate the complex historical and cultural factors that come into play when defining and addressing equity.

AB - This study traces discursive formations surrounding educational technology, equity, and inclusion that have emerged or have been amplified through national policies and initiatives in the U.S., including the Preparing Tomorrow's Teachers to Use Technology (PT3) research grant program, the No Child Left Behind Act (NCLB), the Ed Tech state funding program, the Partnership for 21st Century Skills, and the 2005 National Educational Technology Plan. Using critical discourse analysis and symptomatic readings, we examine language embedded in national initiatives in relation to educational technology to explore how these policies and initiatives address technology equity. Our analysis underscores the ongoing tendency of national discourses about educational technology to support universal and undifferentiated approaches to educational technology integration. In contrast to these national perspectives we advocate for sustaining interventions that promote contextual definitions of success and achievement rooted in the values, discourses, and resources of community and consider the redistribution of resources in ways that accommodate the complex historical and cultural factors that come into play when defining and addressing equity.

UR - http://www.scopus.com/inward/record.url?scp=34248353494&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=34248353494&partnerID=8YFLogxK

U2 - 10.1080/10665680601088515

DO - 10.1080/10665680601088515

M3 - Article

VL - 40

SP - 14

EP - 25

JO - Equity and Excellence in Education

JF - Equity and Excellence in Education

SN - 1066-5684

IS - 1

ER -