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Digital Agency: Empowering Equity in and through Education

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Digital Agency: Empowering Equity in and through Education. / Passey, Don; Shonfeld, Miri ; Appleby, Lon et al.
In: Technology, Knowledge and Learning, Vol. 23, No. 3, 01.10.2018, p. 425-439.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Passey, D, Shonfeld, M, Appleby, L, Judge, M, Saito, T & Smits, A 2018, 'Digital Agency: Empowering Equity in and through Education', Technology, Knowledge and Learning, vol. 23, no. 3, pp. 425-439. https://doi.org/10.1007/s10758-018-9384-x

APA

Passey, D., Shonfeld, M., Appleby, L., Judge, M., Saito, T., & Smits, A. (2018). Digital Agency: Empowering Equity in and through Education. Technology, Knowledge and Learning, 23(3), 425-439. https://doi.org/10.1007/s10758-018-9384-x

Vancouver

Passey D, Shonfeld M, Appleby L, Judge M, Saito T, Smits A. Digital Agency: Empowering Equity in and through Education. Technology, Knowledge and Learning. 2018 Oct 1;23(3):425-439. Epub 2018 Aug 10. doi: 10.1007/s10758-018-9384-x

Author

Passey, Don ; Shonfeld, Miri ; Appleby, Lon et al. / Digital Agency : Empowering Equity in and through Education. In: Technology, Knowledge and Learning. 2018 ; Vol. 23, No. 3. pp. 425-439.

Bibtex

@article{556b94ca331d4b058a38aed983a37e47,
title = "Digital Agency: Empowering Equity in and through Education",
abstract = "This theoretical paper is concerned with conceptualising a major issue that faces all those concerned with and charged with influencing the future of equity in education—the need for digital agency (DA). The paper offers a rationale for this concern, highlights the importance of the concept and its practices, presents the challenges it brings, some current ways in which practices are tackling these challenges, and considers the theoretical foundation for how it might be addressed further in the future. The paper defines DA, and its three component parts—digital competence, digital confidence, and digital accountability. Thepaper argues that DA is a fundamental requirement for and through education, that it affects all citizens in a global society, and should be enabled through their ongoing and developing digital practices. The paper concludes with recommendations for different educationalgroups—including policy makers, practitioners, developers, and researchers.",
keywords = "digital agency, digital competence, digital confidence, digital accountability, ddeveloping digital agency, digital agency and education, digital agency and equity",
author = "Don Passey and Miri Shonfeld and Lon Appleby and Miriam Judge and Toshinori Saito and Anneke Smits",
year = "2018",
month = oct,
day = "1",
doi = "10.1007/s10758-018-9384-x",
language = "English",
volume = "23",
pages = "425--439",
journal = "Technology, Knowledge and Learning",
issn = "2211-1662",
publisher = "Springer",
number = "3",

}

RIS

TY - JOUR

T1 - Digital Agency

T2 - Empowering Equity in and through Education

AU - Passey, Don

AU - Shonfeld, Miri

AU - Appleby, Lon

AU - Judge, Miriam

AU - Saito, Toshinori

AU - Smits, Anneke

PY - 2018/10/1

Y1 - 2018/10/1

N2 - This theoretical paper is concerned with conceptualising a major issue that faces all those concerned with and charged with influencing the future of equity in education—the need for digital agency (DA). The paper offers a rationale for this concern, highlights the importance of the concept and its practices, presents the challenges it brings, some current ways in which practices are tackling these challenges, and considers the theoretical foundation for how it might be addressed further in the future. The paper defines DA, and its three component parts—digital competence, digital confidence, and digital accountability. Thepaper argues that DA is a fundamental requirement for and through education, that it affects all citizens in a global society, and should be enabled through their ongoing and developing digital practices. The paper concludes with recommendations for different educationalgroups—including policy makers, practitioners, developers, and researchers.

AB - This theoretical paper is concerned with conceptualising a major issue that faces all those concerned with and charged with influencing the future of equity in education—the need for digital agency (DA). The paper offers a rationale for this concern, highlights the importance of the concept and its practices, presents the challenges it brings, some current ways in which practices are tackling these challenges, and considers the theoretical foundation for how it might be addressed further in the future. The paper defines DA, and its three component parts—digital competence, digital confidence, and digital accountability. Thepaper argues that DA is a fundamental requirement for and through education, that it affects all citizens in a global society, and should be enabled through their ongoing and developing digital practices. The paper concludes with recommendations for different educationalgroups—including policy makers, practitioners, developers, and researchers.

KW - digital agency

KW - digital competence

KW - digital confidence

KW - digital accountability

KW - ddeveloping digital agency

KW - digital agency and education

KW - digital agency and equity

U2 - 10.1007/s10758-018-9384-x

DO - 10.1007/s10758-018-9384-x

M3 - Journal article

VL - 23

SP - 425

EP - 439

JO - Technology, Knowledge and Learning

JF - Technology, Knowledge and Learning

SN - 2211-1662

IS - 3

ER -