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New media in school
Trubanová, Natália ; Bittnerová, Dana (advisor) ; Zandlová, Markéta (referee)
The "New Media at School" diploma thesis focuses on the presence of new media at school and on the meanings and practices associated with it. Based on participatory observation in Prague high school, semi-structured interviews and Internet resources analysis, it tries to understand how new media are involved in shaping the space and organization of the school, its teaching and learning organization. It focuses on how the school seeks to cope with the arrival of these expensive facilities for which it is responsible.It alsonotices how the school seeks to cope with the penetration of the different spaces that the new media bring into its hitherto closed environment. At the same time, it points to ways in which the school itself crosses its borders, the time-space of disciplination. Finally, it monitors the impact of new media on relationships within the school, between teachers and pupils, but also within the peer group. Through these meanings and practices, it points to the dilemmas that the emergence of new media has brought to the school environment, and analyzes how new media allows pupils to face this disciplination pressure in the school, and vice versa, in what moments new media themselves take disciplination into their own hands. The new media is not perceived as passive tools, but as actors...
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New media in school
Trubanová, Natália ; Bittnerová, Dana (advisor) ; Zandlová, Markéta (referee)
The "New Media at School" diploma thesis focuses on the presence of new media at school and on the meanings and practices associated with it. Based on participatory observation in Prague high school, semi-structured interviews and Internet resources analysis, it tries to understand how new media are involved in shaping the space and organization of the school, its teaching and learning organization. It focuses on how the school seeks to cope with the arrival of these expensive facilities for which it is responsible.It alsonotices how the school seeks to cope with the penetration of the different spaces that the new media bring into its hitherto closed environment. At the same time, it points to ways in which the school itself crosses its borders, the time-space of disciplination. Finally, it monitors the impact of new media on relationships within the school, between teachers and pupils, but also within the peer group. Through these meanings and practices, it points to the dilemmas that the emergence of new media has brought to the school environment, and analyzes how new media allows pupils to face this disciplination pressure in the school, and vice versa, in what moments new media themselves take disciplination into their own hands. The new media is not perceived as passive tools, but as actors...
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