The Future Postdigital Classroom
Article / Journal
Author(s) / editor(s):
Emanuele Bardone
,
Ingrid Forsler
,
Michael Forsman
Year: 2025
Language(s): English
Abstract:
The postdigital condition posits that technologies are an integrated part of learning environments and practices (Knox 2019; Jandrić and Knox 2022; Jopling 2023). This is visible across education including curricula (Aitken and Jones 2023), pedagogies (Fawns 2023), everyday learning and teaching (Carvalho and Yeoman 2023), and the organization of learning spaces (Carvalho and Lamb 2023; Lamb 2023). Structuring future social relations and educational possibilities, technologies are invariably future oriented (Macgilchrist et al. 2024). Educational technologies (EdTech) have become important signifiers in the production of future visions, where school technologization is put forth as a precondition for educational progression (Selwyn and Facer 2013).
From these points of departure, the postdigital classroom can be seen as the production site of educational futures. Broadly speaking, the classroom is the designated place where ‘calculated intervention’ takes place (Spindler and Spindler 1987: 6). These interventions are underpinned by global and national politics but also shaped by in and through the interaction of human and non-human agents in the classroom, including teachers, learners, management, and maintenance technicians as well furniture, devices, and infrastructures.
https://doi.org/10.1007/s42438-024-00488-y
Post created by: interculture.de e.V.