By Tara Fenwick, Richard Edwards
Actor-Network conception (ANT) has loved large uptake within the social sciences long ago 3 many years, quite in technology and know-how reports, and is more and more attracting the eye of academic researchers. ANT stories carry to the fore the material – gadgets of all kinds – and de-centre the human and the social in academic matters. ANT sensibilities have an interest within the methods human and non-human components develop into interwoven. due to the fact its first creation, actor-network concept has passed through major shifts and evolutions and therefore, it isn't thought of to be a unmarried or coherent theoretical area, yet as constructing diversely in keeping with a variety of demanding situations. This publication bargains an creation to Actor-Network concept for educators to contemplate in 3 ways. One mode is the creation of options, techniques and debates round Actor-Network idea as a learn strategy in schooling. A second mode showcases academic reports that experience hired ANT techniques in school rooms, offices and group settings, drawn from the united kingdom, united states, Canada, Europe and Australia. those show how ANT can function in hugely diversified methods no matter if it makes a speciality of coverage critique, curriculum inquiry, engagements with electronic media, switch and innovation, problems with responsibility, or exploring how wisdom unfolds and turns into materialized in quite a few settings. a 3rd mode appears to be like at contemporary 'after-ANT' inquiries which open an array of significant new techniques. throughout those various environments and uptakes, the authors hint how studying and perform emerge, exhibit what scales are at play, and reveal what this suggests for tutorial percentages.
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Additional info for Actor-Network Theory in Education
In a fascinating study of the new remote consultation practices that link cardiac specialists through ICTs, researchers adopted ANT approaches to trace what they call a ‘system of fragmented knowledge’ (SFK) (Bruni et al. 2007). The heterogeneous things of this system had to be brought together and aligned to support an interpretation of the patient’s condition. These things, which were also places of knowledge, included patients and professionals, as well as the electrocardiograph and the language codes needed to mobilize it, rules, medical protocols, telephones/computers for communication, artefacts such as patient file cards, and a call centre delivering the service.
Among the many materials being employed, Roth became interested in how glue guns began to focus the activity. At first, there was only one glue gun and one student who knew how to use it – who monopolized it while the other students used different means to fix joints in their structures – and did the gluing for those who wanted to glue their joints. It was four weeks before another student brought a glue gun, despite the evidence that the glued joints were more stable and durable than joints held with pins or tape.
Mullen (2002) explored how nurses and technology interact in the work of knowing the patient and providing individualized care. She found that technologies, such as the cardiac monitor, were not separated from the nurse and her actions, as though they were distinct objects that shaped one another. Instead, the technology and the nurse were infused, part of one another. Further, the patient was also part of this object. Mullens began referring to the dynamic hybrid of ‘nursetechnologypatient’, which was involved with and further guided by the process of information management.
Actor-Network Theory in Education by Tara Fenwick, Richard Edwards