Abstracts
Abstract
The influence of technology in today’s classroom is undeniably ubiquitous and scattered, and though the practice of conceptualizing technological application emerges from within an already contested and highly politicized field of human relations, when approached in the context of curriculum, this contestation takes on new significance. In this paper, I construct a claim that, when introduced into the sphere of education, technology brings its own curricular shadows. I argue that while certain technologies seem to place restrictions on a learner’s capacity for expression and experimentation, these restrictions are by no means absolute or immovable, and that to think through technology aesthetically is to posit the presence of alternative possibilities and meanings. The performative potential of technology is here considered as within a dialogue with the curriculum-as-lived-experience, where learning necessarily exclaims its ambiguity as a forever-fluctuating relationality.
Résumé
De nos jours, l’influence de la technologie au sein des classes est indéniablement perméable et répandue. L’utilisation d’applications technologiques conceptuelles émerge d’un domaine des relations humaines largement politisé et déjà contesté. Cependant, cette contestation, lorsqu’étudiée dans le contexte des programmes, prend un tout nouveau sens. Dans cet article, j’énonce que la technologie, une fois introduite dans la sphère éducationnelle, crée des zones ombres sur le programme. Je soutiens que, même si certaines technologies semblent restreindre la capacité de l’apprenant à s’exprimer et expérimenter, ces restrictions ne sont en aucun cas absolues et inébranlables. En fait, considérer la technologie de manière esthétique équivaut à postuler l’existence de possibilités et sens alternatifs. Le potentiel performant de la technologie est considéré ici comme faisant partie d’un dialogue avec le programme comme expérience vécue, au coeur de laquelle l’apprentissage exprime son ambiguïté comme relation toujours fluctuante.
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Appendices
Biographical note
David Lewkowich is a doctoral candidate in McGill University’s Faculty of Education. His research interests include young adult literature, reading experience, psychoanalytic theories of learning, and representations of teaching in literature and popular culture. His doctoral research involves an analysis of the cultural and psychic uses of young adult literature.
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Appendices
Note biographique
DAVID LEWKOWICH est doctorant à la Faculté des sciences de l’éducation de l’Université McGill. Il s’intéresse à la littérature destinée aux jeunes adultes, à l’expérience de la lecture, aux théories psychanalytiques de l’apprentissage, aux représentations de l’enseignement dans la littérature et à la culture populaire. Ses recherches doctorales impliquent une analyse des utilisations culturelles et psychiques de la littérature pour jeunes adultes.