Review of My book "Dot Com Mantra" in The British Journal of Educational Technology
Reviews
_1187 58..64
Arora, Payal (2010) Dot com mantra Ashgate (Farnham, Surrey & Burlington VT) ISBN 978-1-4094-0107-0 190 pp £55
http://www.ashgate.com/default.aspx?page=637&calctitle=1&pageSubject=417&lang=cy gb&pagecount=1&title_id=9768&edition_id=12842
This book presents an ethnographic study on the use of computers, carried out in a marginalised town in the central Himalayas—hence among a group of remote, new computer users—with the aim to allow new perspectives to emerge and old views to be revisited. The study does not investigate if computers are good or bad, but spots the range of constraints and opportunities entailed by their use. It highlights relations between old and new technologies together with people’s beliefs, perceptions and modes of use, and reflects on the nature and implications of the learning induced. In order to reveal a perspective that is not biased by formal institutional difficulties, the study is concerned with computer use in public contexts outside school settings (cybercafés, NGOs and cyber kiosks), where it is possible to observe how people actually interact with computers for a variety of purposes. Emphasis is put on social learning—seen as a dialectic process enacting human ingenuity—which shapes the use of technology and is shaped by it. The author concentrates on understanding the place and space of technology, its boundaries, frame of reference, interpretation, functionalities and optimisation. The focus in not much on tools, but rather on human imagination, which is the root of people’s activity with the tools. The attention to everyday popular uses helps to de-romanticise and demystify the promise of computers as pathways to change.
The book starts by describing the nature and character of local people and their relationship with a variety of old and new technologies. Then it examines the links with policies related to education and development. Finally, it explores the range of activities that local people car ry out within cybercafés; these seem to be mostly not utilitarian but centred on social and entertainment purposes. What also emerges from the study is that computers are not neutral tools but a social phenomenon, a means of persuasion, seduction and remembrance. What people learn while interacting with them can widely differ from what we may expect them to learn. Multiple literacies entailed by computer use are not a set of universal skills but depend on the context of that use and on the power relations within it. There is an intricate relationship between leisure, labour and learning. Leisure, which is a demand and a necessity for all, can be deeply educative and provide long term accomplishments and deep-rooted skills through gratification. This implies that computers should be re-conceptualised so that they better fuse labour and leisure.
The book alternates descriptive parts, which are easy to read and entertaining, with dense reflections, which are thought-provoking but rather laborious. As you can guess from the above description, this is not the usual study on learning with computers. Traditional readers will likely fail to appreciate the ethnographic aspects of this study. The book, however, makes a pleasant and stimulating read for whoever wishes to reflect on educational technologies from a different perspective.
Giuliana Dettori (received February 2011)
Researcher at the Institute for Educational Technology of CNR, Genoa, Italy
_1187 58..64
Arora, Payal (2010) Dot com mantra Ashgate (Farnham, Surrey & Burlington VT) ISBN 978-1-4094-0107-0 190 pp £55
http://www.ashgate.com/default.aspx?page=637&calctitle=1&pageSubject=417&lang=cy gb&pagecount=1&title_id=9768&edition_id=12842
This book presents an ethnographic study on the use of computers, carried out in a marginalised town in the central Himalayas—hence among a group of remote, new computer users—with the aim to allow new perspectives to emerge and old views to be revisited. The study does not investigate if computers are good or bad, but spots the range of constraints and opportunities entailed by their use. It highlights relations between old and new technologies together with people’s beliefs, perceptions and modes of use, and reflects on the nature and implications of the learning induced. In order to reveal a perspective that is not biased by formal institutional difficulties, the study is concerned with computer use in public contexts outside school settings (cybercafés, NGOs and cyber kiosks), where it is possible to observe how people actually interact with computers for a variety of purposes. Emphasis is put on social learning—seen as a dialectic process enacting human ingenuity—which shapes the use of technology and is shaped by it. The author concentrates on understanding the place and space of technology, its boundaries, frame of reference, interpretation, functionalities and optimisation. The focus in not much on tools, but rather on human imagination, which is the root of people’s activity with the tools. The attention to everyday popular uses helps to de-romanticise and demystify the promise of computers as pathways to change.
The book starts by describing the nature and character of local people and their relationship with a variety of old and new technologies. Then it examines the links with policies related to education and development. Finally, it explores the range of activities that local people car ry out within cybercafés; these seem to be mostly not utilitarian but centred on social and entertainment purposes. What also emerges from the study is that computers are not neutral tools but a social phenomenon, a means of persuasion, seduction and remembrance. What people learn while interacting with them can widely differ from what we may expect them to learn. Multiple literacies entailed by computer use are not a set of universal skills but depend on the context of that use and on the power relations within it. There is an intricate relationship between leisure, labour and learning. Leisure, which is a demand and a necessity for all, can be deeply educative and provide long term accomplishments and deep-rooted skills through gratification. This implies that computers should be re-conceptualised so that they better fuse labour and leisure.
The book alternates descriptive parts, which are easy to read and entertaining, with dense reflections, which are thought-provoking but rather laborious. As you can guess from the above description, this is not the usual study on learning with computers. Traditional readers will likely fail to appreciate the ethnographic aspects of this study. The book, however, makes a pleasant and stimulating read for whoever wishes to reflect on educational technologies from a different perspective.
Giuliana Dettori (received February 2011)
Researcher at the Institute for Educational Technology of CNR, Genoa, Italy
Comments
Post a Comment