Cyberspace: first steps
The children's machine: rethinking school in the age of the computer
The children's machine: rethinking school in the age of the computer
Silicon snake oil: second thoughts on the information highway
Silicon snake oil: second thoughts on the information highway
Technology refusal and the organizational culture of schools
Computerization and controversy (2nd ed.)
Digital Diversions: Youth Culture in the Age of Multimedia
Digital Diversions: Youth Culture in the Age of Multimedia
Wired up: Young People and the Electronic Media
Wired up: Young People and the Electronic Media
Nattering on the Net: Women, Power and Cyberspace
Nattering on the Net: Women, Power and Cyberspace
Cult of Information
Being Digital
Connecting Kids & the Internet: A Handbook for Librarians, Teachers, & Parents
Connecting Kids & the Internet: A Handbook for Librarians, Teachers, & Parents
Inernet for Teachers and School Library Media Specialists
Inernet for Teachers and School Library Media Specialists
Learning Online
Using the World Wide Web and Creating Home Pages: A how-to-Do-It Manual for Librarians
Using the World Wide Web and Creating Home Pages: A how-to-Do-It Manual for Librarians
What Will Be: How the New World of Information Will Change Our Lives
What Will Be: How the New World of Information Will Change Our Lives
Page to Screen: Taking Literacy into the Electronic Age
Page to Screen: Taking Literacy into the Electronic Age
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Most researchers writing about the uses and applications of information technologies in schools adopt an ’objective,‘ asocial perspective that represents the activities taking place as neutral, technical events or procedures. This paper uses the critical sociological theory of Pierre Bourdieu to frame up a case study of the role played by a secondary student in an extensive upgrade to the computer network of the school at which he was a student. The application of social theory enables the reconceptualisation of technology as a material, social practice in the institutional site of the school. The implication is that pedagogical actions and relations are then open to analysis and modification. The paper proposes that, with appropriate support and guidance, it is feasible for students with technical ’cultural capital‘ to move from the margins to the centre of technological innovation and educational change.