Digital Education Futures in Irish Educational Policy: Tempering Commercial Influence through an Exploration of Emerging Ethical, Environmental and Educational Realities

Autor/inn/en	Johnston, Keith; McGarr, Oliver
Titel	Digital Education Futures in Irish Educational Policy: Tempering Commercial Influence through an Exploration of Emerging Ethical, Environmental and Educational Realities
Quelle	In: Irish Educational Studies, 41 (2022) 1, S.135-149 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johnston, Keith) ORCID (McGarr, Oliver)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0332 3315
DOI	10.1080/03323315.2021.2022516
Schlagwörter	Educational Policy; Foreign Countries; Commercialization; Influences; Educational Technology; Technology Uses in Education; Futures (of Society); Educational Trends; Ethics; Educational Environment; Interaction; Outcome Based Education; Educational Change; Ireland + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Ausland; Influence; Einfluss; Einflussfaktor; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Future; Society; Zukunft; Bildungsentwicklung; Ethik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interaktion; Lernerfolgsmessung; Bildungsreform; Irland
Abstract	This paper explores future digital technology policy for education with reference to the Irish context. Framed within the global context of commercial influence on education and related discourses, it addresses the Irish context with particular reference to identifiable 'push' and 'pull' factors seen as influencing policy provision in any next phase. The paper then proceeds to outline a number of intersecting factors or issues that will likely influence digital technology policy and practice in Irish schools in the future, taking into consideration the political, corporate, social, economic and educational backdrop. Likely ethical, environmental and educational factors are proposed and discussed. Looking across these factors, the paper concludes that establishing a clear vision of the role and purpose of technology in education, coupled with a more complex understanding and appreciation of the interaction between technology and education (which is contextually bound and relational, and reflects greater teacher rather than corporate agency) are significant prerequisites to any consideration of the future of digital education in the Irish educational policy context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01