| dc.description.abstract | This study aims to understand when we plan to promote digital writing,what difficulties may be encountered in the teaching field of primary school,and try to challenge technology utopian dream. Through a primary school teacher’s autoethnography, we observe how digital reading and writing operate in six teachers’ classrooms. These different forms of implementation help us understand what difficulties will teachers face when implementing technology, at the same time, we will be conscious of the unexpected effect caused by science and technology when they are displacing locally.
I used ＂actor-network theory (Actor-Network Theory, ANT)＂ to open the black box of digital reading and writing, and also extend ＂Displace-ment＂ concept form this theory to re-examine the teaching field. Furthermore, I analyze below three thing: first, the interaction between the teacher and each network members’ action; Second, teachers’ role in the network and operational capacity. Third, the displacement track and effect of internet important actor, such as students, parents, and the platform.
The results of this study are as follows:
1. Digital technology is not omnipotent. Digital tools with different spatial scales, physical environments or platform features, will have different levels of agency.
2. The different combination of course features, reward systems and platform game will affect student′s input to the platform.
3. Student’ displacement on the platform is not as teachers’ expected, and teachers expand their agency to build different combinations, and become important actors of stable internet.
4. The role of parents in the network can’t be ignored. Parents influence teachers’ deployment when they are in the process of displaced.
5. The out of classroom network will impact classroom network.
6. If a seemingly successful platform is transplanted to another place, it still needs to restructure locally. The experience of displacement can be referred in the future. | en_US |