Deconstructing the Education-Industrial Complex in the Digital Age

379 Pages·2017·3.288 MB·English

by  Douglas Loveless, Pamela Sullivan, Katie Dredger, Jim Burns

Deconstructing the
Education-Industrial
Complex in the Digital
Age
Douglas Loveless
University of Auckland, New Zealand
Pamela Sullivan
James Madison University, USA
Katie Dredger
James Madison University, USA
Jim Burns
Florida International University, USA
A volume in the Advances in Educational
Marketing, Administration, and Leadership
(AEMAL) Book Series
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ISBN: 978-1-5225-2101-3
eISBN: 978-1-5225-2102-0

This book is published in the IGI Global book series Advances in Educational Marketing, Administration, and Leadership
(AEMAL) (ISSN: 2326-9022; eISSN: 2326-9030)
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Advances in Educational
Marketing, Administration, and
Leadership (AEMAL) Book
Series
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IGNOU, India
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ISSN:2326-9022
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Mission
With more educational institutions entering into public, higher, and professional education, the educational
environment has grown increasingly competitive. With this increase in competitiveness has come the
need for a greater focus on leadership within the institutions, on administrative handling of educational
matters, and on the marketing of the services offered.
The Advances in Educational Marketing, Administration, & Leadership (AEMAL) Book Series
strives to provide publications that address all these areas and present trending, current research to as-
sist professionals, administrators, and others involved in the education sector in making their decisions.
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• Students as Consumers IGI Global is currently accepting manuscripts
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• Advertising and Promotion of Academic Programs and Acquisition Editors at [email protected]
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• Governance in P-12 and Higher Education
• Educational Leadership
• Consumer Behavior
• Educational Finance
• Academic Pricing
• Faculty Administration and Management
The Advances in Educational Marketing, Administration, and Leadership (AEMAL) Book Series (ISSN 2326-9022) is published by IGI
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For a list of additional titles in this series, please visit: www.igi-global.com
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portunities
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Kong, China)
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Siran Mukerji (Indira Gandhi National Open University, India) and Purnendu Tripathi (Indira Gandhi National
Open University, India)
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Editorial Advisory Board
DonnaAlvermann,University of Georgia, USA
RichardBeach,University of Minnesota, USA
AaronBodle,James Madison University, USA
YuejiaSomaChen,Florida International University, USA
DonaldGilstrap,University of Alabama, USA
ColinGreen,George Washington University, USA
StephanieGrote-Garcia,The Incarnate Word University, USA
AnneHarris,Monash University, Australia
WilliamKist,Kent State University, USA
StephenMay,University of Auckland, New Zealand
RicardoRosa,University of Massachusetts – Dartmouth, USA
BrianSullivan,James Madison University, USA
WestryWhitaker,University of North Georgia, USA

Table of Contents
Foreword.............................................................................................................................................xvi
Preface.................................................................................................................................................xix
Acknowledgment..............................................................................................................................xxiii
Section 1
Curriculum and Instruction in a Neoliberal, Digital Age
Chapter 1
TheWayIt’sGoing:NeoliberalReformsandtheColonizationoftheAmericanSchool......................1
Brian Charles Charest, The Nova Project, USA
Chapter 2
Gender,Process,andPraxis:Re-PoliticizingEducationinanEraofNeoliberalism,
Instrumentalism,and“BigData”..........................................................................................................24
Jim Burns, Florida International University, USA
Colin Green, The George Washington University, USA
Chapter 3
LiminalLearning:ATheoreticalFrameworkforReconceptualizingtheDigitalSpace......................55
L Johnson Davis, San Diego State University, USA
Chapter 4
WhereAreWeIfOurBatteriesDie?SeekingPurposeinEducationalTechnology............................72
Pamela Sullivan, James Madison University, USA
Will P. Sullivan, Virginia Commonwealth University, USA
Chapter 5
TheDyingoftheLight:TheCausetoIlluminateinthisStateofFragileDemocracy.........................85
Westry Whitaker, The University of North Georgia, USA



Section 2
Implications for Higher Education
Chapter 6
TheUseofePortfoliosinTeacherEducationProgramstoSupportReflectivePractitionersina
DigitalWorld......................................................................................................................................104
Valerie J. Robnolt, Virginia Commonwealth University, USA
Joan A. Rhodes, Virginia Commonwealth University, USA
Sheri Vasinda, Oklahoma State University, USA
Leslie Haas, Johns Hopkins University, USA
Chapter 7
AdaptingProblem-BasedLearningtoDatabaseCoursesintheDigitalAge.....................................116
Samuel B. Fee, Washington and Jefferson College, USA
Thomas E. Lombardi, Washington and Jefferson College, USA
Chapter 8
StrategiesforImplementingDigitalAssignments..............................................................................134
Paige Normand, James Madison University, USA
Alexa Senio, James Madison University, USA
Marlena Luciano, James Madison University, USA
Chapter 9
DigitalStorytellingandDigitalLiteracy:AdvancedIssuesandProspects........................................151
Kijpokin Kasemsap, Suan Sunandha Rajabhat University, Thailand
Chapter 10
LessonsLearnedBuildinganOnlineDegreeProgram......................................................................172
Ottilie F. Austin, University of Virginia, USA
Gail M. Hunger, University of Virginia, USA
Julie J. Gray, University of Virginia, USA
Chapter 11
CreatingConnectedEducatorswithOnlinePortfolios.......................................................................183
Katie S. Dredger, James Madison University, USA
Joy Myers, James Madison University, USA
Pamela Sullivan, James Madison University, USA
Douglas J. Loveless, University of Auckland, New Zealand
Section 3
Implications for K-12 Education
Chapter 12
InteractiveArtApplications(I-Apps)intheDevelopmentofYoungerLearners’Creative
Thinking..............................................................................................................................................202
Sylvia Vincent Stavridi, Bibliotheca Alexandrina, Egypt

Chapter 13
TechnologiesofResistance:FacilitatingStudents’21stCenturyThinkingUsingMaterial
Tools....................................................................................................................................................216
Ann D. David, University of the Incarnate Word, USA
Annamary L. Consalvo, The University of Texas at Tyler, USA
Chapter 14
AssessmentShouldn’tBeaPay-Per-ViewActivity:OfferingClassroomTeachersAuthentic
Student-CenteredAssessmentActivities............................................................................................239
Robert Williams, Radford University, USA
Dan Woods, Radford University, USA
Chapter 15
IncorporatingStudents’DigitalIdentitiesinAnalogSpaces:TheEducator’sConundrum...............257
William J. Fassbender, The University of Georgia, USA
Chapter 16
LivingtheYOLOLifestyle:TheRhetoricalPowerofMemesintheClassroom...............................269
Crystal L. Beach, The University of Georgia, USA & Buford High School, USA
Katie S. Dredger, James Madison University, USA
Chapter 17
MakingSenseofAuthorsandTextsinaRemixed,ParticipatoryCulture.........................................287
Crystal L. Beach, The University of Georgia, USA
Compilation of References...............................................................................................................303
About the Contributors....................................................................................................................346
Index...................................................................................................................................................352
Detailed Table of Contents
Foreword.............................................................................................................................................xvi
Preface.................................................................................................................................................xix
Acknowledgment..............................................................................................................................xxiii
Section 1
Curriculum and Instruction in a Neoliberal, Digital Age
Chapter 1
TheWayIt’sGoing:NeoliberalReformsandtheColonizationoftheAmericanSchool......................1
Brian Charles Charest, The Nova Project, USA
Inthischaptertheauthorarguesthatthoseconcernedwiththe“thewayit’sgoing”inpubliceducationcan
learnmuchfrompost-colonialtheoryabouttherelationshipbetweeneducationresearchandassessment
technologiesandeducationreformpolicy,curriculumdevelopment,andknowledgeformation.The
authorarguesthatcurrentneoliberaleducationreformintheUScanbestbeunderstoodthroughthe
frameofneocolonialism,whereschoolsandcommunitiestaketheshapeofinternalcolonies,where
teachers,students,andparentshavelittleornosayaboutthetechnologies,curricula,andstandardized
examinationsfoisteduponthem.Educationresearchthatsupportsthecurrentpolicyparadigmlargely
benefitsresearchers,corporations,andpolicymakers,whileignoringtheeffectsofsuchpolicieson
students,teachers,andlocalcommunities.Suchpractices,theauthorsuggests,arerootedinatypeof
colonialthinkingandactingthathavebeenrearticulatedthroughtheprevailinglogicofneoliberalism.
Chapter 2
Gender,Process,andPraxis:Re-PoliticizingEducationinanEraofNeoliberalism,
Instrumentalism,and“BigData”..........................................................................................................24
Jim Burns, Florida International University, USA
Colin Green, The George Washington University, USA
Theauthorsestablishananalyticalframeworkcomprisingthesocio-historicalandideologicalformation(s)
andre-formation(s)ofhegemonicmasculinitiesaspartofasystemofgovernmentality.Theyusehegemonic
masculinityandheteropatriarchalsettlercolonialismaslensesthroughwhichtounderstandandcritiquethe
historicallygendered,classed,racialized,andsexualizedassumptionsthatunderlieeducationdiscourses
basedonconservativemodernizationthroughanalysisofthehistoricrelationshipbetweeneducation
andthemilitary,particularlygamingtechnologyascurricularandpedagogicaltoolsforrecruitingand