Harvard Educational Review
  1. Summer 2013 Issue »

    The Importance of Still Teaching the iGeneration

    New Technologies and the Centrality of Pedagogy

    In this essay, Philip and Garcia argue that visions of mobile devices in the classroom often draw on assumptions about the inherent interests youth have in these devices, the capability of these interests to transfer from out-of-school contexts to the classroom, and the capacity for these new technologies to equalize the educational playing field. These overly optimistic portrayals minimize the pivotal value of effective teaching and are implicitly or explicitly coupled with political agendas that attempt to increasingly control and regiment the work of teachers. Through discussing student interest and issues of educational technology in urban schools and highlighting the affordances and limitations of the texts, tools, and talk that teachers might facilitate with these devices, the authors offer a teacher-focused perspective that is sorely missing in the contemporary debates about using mobile technologies in schools.

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    Thomas M. Philip is an assistant professor in the urban schooling division of the Graduate School of Education and Information Studies at the University of California Los Angeles. His research focuses on the ideological contexts that shape teachers’ work and on the processes of ideological change in teachers as they make sense of the purpose and nature of their work within a stratified society. His scholarship, which leverages theoretical and methodological approaches from the learning sciences to explore issues in ideology, particularly racial ideology, has appeared in journals such as Cognition and Instruction, Journal of Teacher Education, Urban Education, and Race, Ethnicity and Education. Thomas received the National Academy of Education/Spencer Postdoctoral Fellowship in 2010.

    Antero D. Garcia is an assistant professor in the English department at Colorado State University in Fort Collins. His recent research focuses on critical literacies, technology, and youth civic engagement. For eight years he was a teacher at a public high school in South Central Los Angeles. In 2008 Antero codeveloped the Black Cloud Game. A Digital Media and Learning Competition award recipient, the Black Cloud provoked students to take real-time assessment of air quality in their community. Using custom-developed sensors that measure and send data about air quality, students critically analyzed the role pollution played in their daily lives and presented recommendations to their community. Garcia is a 2012–2014 Cultivating New Voices Among Scholars of Color Fellow with the National Council of Teachers of English and a 2010–2011 U.S. Department of Education Teaching Ambassador Fellow. His numerous publications and conference presentations address technology, educational equity, youth participatory action research, and critical media literacy.

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    Summer 2013 Issue


    Leaving the Space Better Than You Found It Through Song
    Music, Diversity, and Mission in One Black Student Organization
    A Gifted Education
    The Importance of Still Teaching the iGeneration
    New Technologies and the Centrality of Pedagogy
    For Colored Kids Who Committed Suicide, Our Outrage Isn’t Enough
    Queer Youth of Color, Bullying, and the Discursive Limits of Identity and Safety
    Eric Darnell Pritchard

    Book Notes

    Beyond Binaries in Education Research
    edited by Warren Midgley, Mark A. Tyler, Patrick Alan Danaher, and Alison Mander

    Educational Experiences of Hidden Homeless Teenagers Living Doubled-Up
    Ronald E. Hallett

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