Media and digital literacies in Canadian teacher educators’ open educational practices: A post-intentional phenomenologyMain MenuWelcomethis is the starting point and gateway into this PhD dissertation documentBeginninggeneral introduction to this dissertationLiterature Reviewintroduction to the literature review and outlines purpose for theoretical and conceptual frameworksResearch Designoutlines the sequence for the research design - methodology, methods, validity, ethicsData Analysis and Findingsthis is the introduction to the data analysis chapter of the dissertationDiscussionthis is the discussion of the data and analysis reflecting the research conducted for this dissertationConclusionthis page introduces the conclusion of this dissertationReferencesthis is a page describing how the references are organized in this documentAppendiceslist and links to appendices in this dissertationhjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06HJ.DeWaard
ANT - glossary item
12022-11-02T17:59:35+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea0625description of the Actor Network Theoryplain2023-06-27T13:32:07+00:00hjdewaardc6c8628c72182a103f1a39a3b1e6de4bc774ea06According to some researchers, ANT is neither a theory or a method for research. It is more descriptively understood as a paradigm, a way of sensing and seeing how ‘actors’ engage with/in the world (Blok, Farías, & Roberts, 2019, p. 1). It is sometimes known as a ‘material semiotics’ based on ontologies that “all entities in the world – from nanoparticles to bodies, groups, ecologies and ghosts – are constituted and reconstituted in shifting and hybrid webs of discursive and material relations” (Blok, Farías, & Roberts, 2019). Thinking and research within an ANT approach suggest categories of conceptual and methodological perspectives based on collective and iterative research into the sociology of science and technologies (Blok, Farías, & Roberts, 2019). Historically, “ANT has played an important role in rethinking the democratic challenges associated with the making of our socio-material worlds and made major intervention in current conceptualisations of ‘participation’” (Blok, Farías, & Roberts, 2019, p. xxi).
Reference Blok, A., Farías, I., & Roberts, C. (Eds.). (2019). The Routledge companion to actor-network theory (1st ed.). Routledge. https://doi.org/10.4324/9781315111667
This page is referenced by:
12022-06-04T15:43:12+00:00Glossary19alphabetic listing of glossary items with links to notes that describe each itemplain2023-06-28T15:29:30+00:00Here is an alphabetic listing of the glossary items included in this dissertation document. Each item is linked to a note where the item is defined, described, and/or examples provided. These glossary items are also embedded throughout the document as notes within pages, where they provide 'just in time' clarification for you, the reader.
Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans
UNESCO
Uniform Resource Locator (URL)
Universal Serial Bus (USB)
Visitors / Residents
12022-06-08T18:53:33+00:00Philosophy of Technology10plain2023-10-28T13:53:05+00:00This research was influenced by the philosophy of technology and material engagement theory (Ihde, 2011; Ihde & Malafouris, 2019) in an effort to better understand the human–technology relationship. Although the conception of open education does not absolutely require the use of technology, for this research and its focus on digital literacies, the integration of technology was an essential consideration. Ihde and Malafouris (2019) suggested that "the difference that makes the difference is the recursive effect that the things we make and our skills in making seem to have on human becoming" (p. 195). I recognized that the everyday use of technology in education does not take place in a vacuum nor embody a neutral stance (Van Den Eede et al., 2015). Mediations of reality, as experienced and practiced, are shaped by the tools we use since “artifacts are able to exert influence as material things, not only as signs or carriers of meaning” (Verbeek, 2011, p. 10).
Although not foundational to this research, some understanding of actor network theory (ANT) was necessary (Blok et al., (2019) for this research since it offered some comparison to a philosophy of technology. Similarities included an inter-relational ontology, a material sensitivity, and a rejection of subject-object dichotomy (Ihde, 2015). Both were considerations for this research. However, it was the appeal of the philosophy of technology, which focused on the human action and perception as embodied with/through technology, rather than the linguistic-textual semiotics of engagement offered by ANT, upon which I based this research (Ihde, 2015). My interest focused on understanding how technological mediations and artifacts influenced MDL considerations, and how the individual and socially negotiated actions lead to a teacher educator’s enacted OEPr.