Critical Deconstruction of Literature

Running head: CRITICAL DECONSTRUCTION OF LITERATURE
Critical Deconstruction of Literature
Name of the Student
Name of the University
Author Note

CRITICAL DECONSTRUCTION OF LITERATURE1
Paper 1:
Question 1: Critically discussing the argument presented by author
The major argument in the paper is that there have been several attempts to include
development of technological innovation in teaching as well as rigorous learning. However, it
was difficult to achieve success back then and even now. Authors presented the fact that
teaching and learning are social practices and they are often dynamic and thereby, it would be
difficult to learning process the dynamism and social behaviour of teachers and learners.
However, authors insist on the fact developing a system model is undoubtedly a difficult
process as the system is mostly unable to read the behaviour and patterns of both teachers and
learners. Thus, according to the author, there is a significant need of developing a system
which incorporates student factors of integration with the help of data mining approach.
Authors also argue that incorporating student factors certainly creates a comprehensive model
of digital technology integration and by using this students factors in the system, complexity
of technology integration as well as design can be found.
Question 2: The methods
With the aim of examining the complexities of technology integration particularly in
teaching and learning, authors focussed on two components –one is students’ experience in a
technologically integrated learning task and the other one is predicted effect on teachers’
design of task. Due to this separation of components, a differentiation has been developed
between teachers’ task development technique and the effect on design itself. To facilitate the
methods, design task is treated as technologically integrated group task. Authors have used a
data mining technique which is relevant for investigating the research questions. By applying
the data mining approach two different research questions were addressed –the association
existing among factors of students’ experience in technology integration as well as how the

CRITICAL DECONSTRUCTION OF LITERATURE2
association possibly informs teachers’ design of learning task. Thus, to investigate the issues
mentioned in the questions, a dataset from the study of Australian Digital Education
Revolution in New South Wales were accessed. Authors developed two different set of
questionnaire such as A &B -such as teacher’s questionnaire and parent questionnaire. The
analysis has been further developed in three major steps such as factor generation, creation of
fuzzy sets as well as the mining association of rules. Researcher used a large sample set of
1000 respondents. However, the scope of the data is limited, students data was needed to be
collected from other students’ data sources to reach a valid point.
Question 3: Critically analysing and matching the analysis
It is certain that modelling educational system provides suitable insight into the existing
complexity of teaching and learning. This technology integration will facilitate the ways of
teaching for teachers and even for the learning to receive education through the model. The
rationale of the study lies in the fact that educational system needs to be upgraded with
technology advances but the initiative is often doomed to failure because researchers often
overlook the dynamism as well as social behaviour. Understanding this loophole, authors
have rightly focussed on developing a system model which should be examined how system
should read behaviour and patterns and once this task is processed by system model,
complexity of technology integration in education can be addressed.
Paper 2:
Question 1: Critically present the argument presented by authors
The core argument presented by authors in the paper is that although Norwegian
educational institutes are positively incorporating ICT practices into the existing teaching
practices but the mission is often doomed to failure due to lack of awareness and involvement
teachers’ own perspectives. In spite of the high access to ICT, there is a discrepancy between