Shifting the Gaze: (Mis)Using Actor-Network-Theory to Examine Preservice Teachers’ Uses of Digital Technologies.
David Hicks, Virginia Tech, United States ; Melissa Lisanti, Radford University, United States ; Stephanie van Hover, University of Virginia, United States
CITE Journal Volume 20, Number 4, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
This paper responds to the recent call for technoskeptical or critical studies of educational technology in the classroom. The authors intentionally push against more established theoretical frameworks used in the field of teaching with technology by testing Latour’s Sociology of Translation or Actor-Network-Theory (ANT) to shift the gaze away from solely knowledge-based or dispositional accounts of teachers’ use of digital technologies within the social studies. When used alongside qualitative methods, ANT sensibilities open up an analytical middle ground between sociocultural and sociomaterial perspectives to help illuminate new perspectives regarding how certain forms of digital technologies are favored over other technologies by social studies preservice teachers within the contexts of their internship classrooms over time and space.
Citation
Hicks, D., Lisanti, M. & van Hover, S. (2020). Shifting the Gaze: (Mis)Using Actor-Network-Theory to Examine Preservice Teachers’ Uses of Digital Technologies. Contemporary Issues in Technology and Teacher Education, 20(4), 730-742. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved April 10, 2021 from https://www.learntechlib.org/primary/p/217448/.
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