Educational Purity and Technological Danger: Understanding Scepticism towards the Use of Telepresence Robots in School

Autor/inn/en	Johannessen, Lars E. F.; Rasmussen, Erik Børve; Haldar, Marit
Titel	Educational Purity and Technological Danger: Understanding Scepticism towards the Use of Telepresence Robots in School
Quelle	In: British Journal of Sociology of Education, 44 (2023) 4, S.703-719 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johannessen, Lars E. F.) ORCID (Rasmussen, Erik Børve) ORCID (Haldar, Marit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2023.2203360
Schlagwörter	Educational Technology; Computer Uses in Education; Robotics; Foreign Countries; Beliefs; Home Instruction; Educational Sociology; Teacher Attitudes; Administrator Attitudes; School Personnel; Elementary Secondary Education; Interaction; Barriers; Norway + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Computernutzung; Robotertechnik; Ausland; Belief; Glaube; Heimunterricht; Bildungssoziologie; Erziehungssoziologie; Lehrerverhalten; Schulpersonal; Interaktion; Norwegen
Abstract	This article contributes to the sociology of education and technology by providing a cultural analysis of scepticism towards new technologies in school, using reactions to the telepresence robot 'AV1' as its case. AV1 is designed to connect 'homebound' students with their 'school-based' teachers and classmates. Despite its idealistic purpose, the robot has been met with significant scepticism by Norwegian school workers. To understand why, the article proposes the novel concepts of 'educational purity' and 'technological danger' to highlight the shared beliefs that underlie school workers' concerns. We find that school workers see AV1 as threatening key ideals of schools being pedagogically oriented, physically copresent and bounded institutions -- all concerns that reflect widespread ideas about how technologies tend to (not) function within educational contexts. In highlighting these symbolic tensions between new technologies and schools, the article sets a course for future studies into the cultural sociology of education and technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01