Teachers and computers: In control or being controlled?

To market to make it: the sorry tale of Australian education in the 1990s

Multimedia and monstrosities: Reinventing computing in schools again

Schools for Cyborgs: Educating aliens'

Networking Australian schools: Preliminaries, problems and promise

The virtues of virtual: A review of Tiffin and Rajasingham'sIn Search of the Virtual Class and Hiltz'sThe Virtual Classroom

Literacies and Technologies in School Settings: Findings from the Field. Keynote Address at the 1998 ALEA

Managing Machines

Education and the New Technologies: Reassessing the Role of Computers in Schools

Digital Rhetorics: Literacies and Technologies in Education - Current Practices and Future Directions

Lankshear, C., Bigum, C., Durrant, C., Green, B., Honan, E., Morgan, W., . . . Wild, M. (1997). Digital Rhetorics: Literacies and Technologies in Education - Current Practices and Future Directions.  3 vols.  Project Report.  Children’s Literacy National Projects. Brisbane: QUT/DEETYA.

Bigum, C. (2002). The knowledge producing school: beyond IT for IT's sake in schools

Bigum, C. (2002). The knowledge producing school: beyond IT for IT's sake in schools. Professional Voice, 2 (2)(10th December). Retrieved from http://www.aeuvic.asn.au/professional_voice.htm The paper is no longer available online.

Renegotiating Knowledge Relationships in Schools

Bigum, C., & Rowan, L. (2009). Renegotiating Knowledge Relationships in Schools. In S. E. Noffke & B. Somekh (Eds.), The SAGE handbook of Educational Action Research (pp. 102-109). Los Angeles: Sage.

Solutions in search of educational problems: speaking for computers in schools

Bigum, C. (1998). Solutions in search of educational problems: speaking for computers in schools. Educational Policy, 12(5), 586-601.

Enactments, networks and quasi-objects: a stranger in a strange land

Bigum, C. (2010). Enactments, networks and quasi-objects: a stranger in a strange land. In R. Tinning & K. Sirna (Eds.), Education, Social Justice and the Legacy of Deakin University: Reflections of the Deakin Diaspora (pp. 39-57). New York: Peter Lang.

Fronteras/avanzadas/lo que se mueve en los márgenes/lo que se mueve en los límites, exponenciales y educación: extendiendo la universidad, haciendo escuela de forma diferente

Rowan, L., & Bigum, C. (2010). Fronteras/avanzadas/lo que se mueve en los márgenes/lo que se mueve en los límites, exponenciales y educación: extendiendo la universidad, haciendo escuela de forma diferente. Tendencias Pedagógicas(16), 31-44.


EDGES, EXPONENTIALS & EDUCATION: EXTENDING THE
UNIVERSITY, DOING SCHOOL DIFFERENTLY

The paper on the site is in English with Spanish abstract.

The changed and changing circumstances of a world in which the performance of key technologies is improving at an exponential rate poses unique challenges to schooling systems that had their origins in the industrial revolution. This paper argues that there is a warrant for thinking about doing school differently. It traces the origins and details the key notions of a small project in Australia in which schools operate as sites of serious knowledge production.

Key words
exponential change, knowledge producing schools, children as knowledge workers, patterns of human behaviour, computers in schools

At the Hub of it All: Knowledge Producing Schools as Sites for Educational and Social Innovation

Rowan, L., & Bigum, C. (2010). At the Hub of it All: Knowledge Producing Schools as Sites for Educational and Social Innovation. In D. Clandfield & G. Martell (Eds.), The School as Community Hub: Beyond Education's Iron Cage (pp. 185-203). Ottawa: Canadian Centre for Policy Alternatives.

Boundaries, barriers and borders: teaching science in a wired world

A version of this paper published as: Bigum, C. (1998). Boundaries, barriers and borders: teaching science in a wired world. Australian Science Teachers Journal, 44(1), 13-24.

“What’s Your Problem?” ANT reflections on a research project studying Girls enrolment in Information Technology subjects in postcompulsory education

pre-pub draft. Co-authored with Leonie Rowan

Despite more than 30 years of gender reform in schools, the percentages of girls enrolled in information technology subjects in the post-compulsory years of education has remained persistently low: often under 25%. This article investigates data collected during an Australian Research Council Linkage Grant project (2005-2007) focused on identifying the reasons for this under-representation, and ways in which the situation could be changed. The paper looks beyond the official recommendations of the project to explore how the research experience and the data combine to raise important questions about the limits of research in this area. We discuss the difference between the researchers’ perception of the problem under consideration, and the participants’ perception of the same issue. We use the resources of actor network to highlight the gaps, tensions and contradictions within the data and to ask key questions about the extent to which the enrolment of girls in IT is indeed ‘a problem’.

Aliens in the Classroom.

Marketing education in the postmodern age

Design sensibilities, schools and the new computing and communication technologies

New information technologies and the ambiguous future of schooling—some possible scenarios

Teaching the Nintendo generation? Children, computer culture and popular technologies

Flexible learning in teacher education: myths, muddles and models

Managing machines?: educational administration and information technology

Literacies and New Technologies In School Settings

New education in new times

Alienígenas na sala de aula

Technologising literacy: or, interrupting the dream of reason

Boys, literacies and schooling

Managed change and self-management in Schools of the Future

Technologizing Literacy: The Dark Side of the Dreaming

Marketing education in the 1990s: an introductory essay

Changing classrooms, computing and curriculum: Critical perspectives and cautionary notes

Computers and the Curriculum: The Australian Experience.

Teachers and computers: In control or being controlled?= Enseignants et ordinateurs: contrôle ou être contrôlé?

Coming to Terms With Computers In Schools: Report of the Schools Studies of the National Evaluation Study of the Commonwealth Schools Commission's …

8 Stories In and Out of Class: Knowledge, Identity and Schooling

Coming to terms with computers in schools

Landscaping on shifting ground: teacher education in a digitally transforming world

Literacy education and the new technologies: Hypermedia or media hype

Re-tooling schooling?

Literacies and Technologies in School Settings: Findings from the Field.

Bounded and Unbounded Knowledge: Teaching and Learning in a Web 2 World.

Quantum curriculum and chaotic classrooms: Reframing educational computing

Rethinking Schools and Community: The Knowledge

The Collaborative Database

Actor network theory and the study of online learning

Rowan, L., & Bigum, C. (2003). Actor network theory and the study of online learning. New perspectives on quality. In G. Davies & E. Stacey (Eds.), Quality education @t a distance. Proceedings of the IFIP TC3/WG3.6 Working Conference conference, February 3-6, 2003, Geelong, Australia (pp. 179-188). Boston: Kluwer Academic.

How innovations in tertiary education are theorised and understood is important for both policy and practice. This paper describes an approach to studying innovation and change that is taken from the field of Science and Technology Studies. Actor-network theory draws attention to the performative nature of the implementation of new technologies like quality systems and online teaching. The theory posits that the world is not populated with entities that possess certain essences in and of themselves, but rather that the world is a texture of relations—a network—which occasionally produces the effect of stabilised entities. We examine the consequences of producing durable forms of online teaching and quality assurance and argue that contrary to popular claims about the benefits of these technologies that to achieve durable performances requires a conformity to existing performances of a university thus reproducing current patterns of inequity.

Understanding the New Information Technologies In Education: a Resource for Teachers

Managing new relationships: design sensibilities, the new information and communication technologies and schools'

Governing Chaos: Postmodern Science, Information Technology and Educational Administration

Natural Intelligence Meets Artificial Stupidity

Teaching the Nintendo Generation'

Knowledge-based systems in education: The fourth tool

Educationally and Socially Responsible Marketing

Transforming frameworks: New approaches to CCTS and the pursuit of educational equity

Computing In Teacher Education at a Distance: Valuing the Educational In Educational Computing

Schools and the Internet: Re-Inventing the 1980s?

» New Information Technologies and the Ambiguous Future of Schooling–Some Possible Scenarios «i Hargreaves et al (eds.): International Handbook of …

The knowledge producing school: Rethinking computing and communication technologies in schools

Expert systems in educational research

Actor-network theory and online university teaching: translation versus diffusion

Bigum, C. (2000). Actor-network theory and online university teaching: translation versus diffusion. In B. A. Knight & L. Rowan (Eds.), Researching Futures Oriented Pedagogies (pp. 7-22). Flaxton, Qld: Postpressed.

Literacy, Technology and the Economics of Attention

The Convivial Spreadsheet

Investigating Computing In Schools: A Point by Point Guide to Action Research In Educational Computing

Innovation Chains: Possibilities and constraints for critical perspectives on computers, difference and educational innovation.

A New Hope: Jedi Knights, Cyborgs and Other Educational Fantasies

The New Information Technologies In Schools: Making Plans or Having Options

Without Walls

Beyond cyber-tooth policy: teacher education,'old times' thinking, and computing and communication technologies in schools

Readin', Writin'and Computin'