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Smart teachers in smart schools in a smart city: Teachers as adaptive agents of educational technology reforms

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

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Smart teachers in smart schools in a smart city: Teachers as adaptive agents of educational technology reforms. / Lee, Sejin; Lee, Kyungmee.
In: Learning, Media and Technology , Vol. 49, No. 3, 02.07.2024, p. 456-477.

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

Harvard

Lee, S & Lee, K 2024, 'Smart teachers in smart schools in a smart city: Teachers as adaptive agents of educational technology reforms', Learning, Media and Technology , vol. 49, no. 3, pp. 456-477. https://doi.org/10.1080/17439884.2023.2207143

APA

Lee, S., & Lee, K. (2024). Smart teachers in smart schools in a smart city: Teachers as adaptive agents of educational technology reforms. Learning, Media and Technology , 49(3), 456-477. https://doi.org/10.1080/17439884.2023.2207143

Vancouver

Lee S, Lee K. Smart teachers in smart schools in a smart city: Teachers as adaptive agents of educational technology reforms. Learning, Media and Technology . 2024 Jul 2;49(3):456-477. Epub 2023 May 3. doi: 10.1080/17439884.2023.2207143

Author

Lee, Sejin ; Lee, Kyungmee. / Smart teachers in smart schools in a smart city : Teachers as adaptive agents of educational technology reforms. In: Learning, Media and Technology . 2024 ; Vol. 49, No. 3. pp. 456-477.

Bibtex

@article{4de3339020a44db2a9eaaa21ff15630a,
title = "Smart teachers in smart schools in a smart city: Teachers as adaptive agents of educational technology reforms",
abstract = "This study raises a critical question: {\textquoteleft}what does it mean to be smart teachers in the era of technology?{\textquoteright}. To provide a concrete and comprehensive answer, the authors analyse multiple discourses revolving around SMART education, an education technology reform initiative in South Korea. This article critically examines the significance of SMART education as dominant discourse to shed light on the formation of smart teachers. The results show that SMART education is conceptualised as {\textquoteleft}panacea{\textquoteright} that can practically solve all kinds of educational problems, which leaves no choice for teachers but to accept it. The authors also analyse teachers{\textquoteright} perceptions and practices by drawing on interviews conducted in a Korean smart city, where the SMART education was first enacted. It is argued that smart teachers are supposed to be {\textquoteleft}adaptive{\textquoteright} to survive by proving themselves as {\textquoteleft}compatible{\textquoteright}. This article concludes that it is necessary to imagine more diverse versions of smart teachers.",
keywords = "Education reform, discourse analysis, ed-tech, subjectivity",
author = "Sejin Lee and Kyungmee Lee",
year = "2024",
month = jul,
day = "2",
doi = "10.1080/17439884.2023.2207143",
language = "English",
volume = "49",
pages = "456--477",
journal = "Learning, Media and Technology ",
issn = "1743-9884",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - Smart teachers in smart schools in a smart city

T2 - Teachers as adaptive agents of educational technology reforms

AU - Lee, Sejin

AU - Lee, Kyungmee

PY - 2024/7/2

Y1 - 2024/7/2

N2 - This study raises a critical question: ‘what does it mean to be smart teachers in the era of technology?’. To provide a concrete and comprehensive answer, the authors analyse multiple discourses revolving around SMART education, an education technology reform initiative in South Korea. This article critically examines the significance of SMART education as dominant discourse to shed light on the formation of smart teachers. The results show that SMART education is conceptualised as ‘panacea’ that can practically solve all kinds of educational problems, which leaves no choice for teachers but to accept it. The authors also analyse teachers’ perceptions and practices by drawing on interviews conducted in a Korean smart city, where the SMART education was first enacted. It is argued that smart teachers are supposed to be ‘adaptive’ to survive by proving themselves as ‘compatible’. This article concludes that it is necessary to imagine more diverse versions of smart teachers.

AB - This study raises a critical question: ‘what does it mean to be smart teachers in the era of technology?’. To provide a concrete and comprehensive answer, the authors analyse multiple discourses revolving around SMART education, an education technology reform initiative in South Korea. This article critically examines the significance of SMART education as dominant discourse to shed light on the formation of smart teachers. The results show that SMART education is conceptualised as ‘panacea’ that can practically solve all kinds of educational problems, which leaves no choice for teachers but to accept it. The authors also analyse teachers’ perceptions and practices by drawing on interviews conducted in a Korean smart city, where the SMART education was first enacted. It is argued that smart teachers are supposed to be ‘adaptive’ to survive by proving themselves as ‘compatible’. This article concludes that it is necessary to imagine more diverse versions of smart teachers.

KW - Education reform

KW - discourse analysis

KW - ed-tech

KW - subjectivity

U2 - 10.1080/17439884.2023.2207143

DO - 10.1080/17439884.2023.2207143

M3 - Journal article

VL - 49

SP - 456

EP - 477

JO - Learning, Media and Technology

JF - Learning, Media and Technology

SN - 1743-9884

IS - 3

ER -