Critical Deconstruction of Literature: University Assignment

This assignment presents a critical deconstruction of four research papers, each exploring different facets of education. The first paper examines the challenges of integrating technology into teaching and learning, advocating for a system model that incorporates student factors. The second paper investigates the gap between teachers' knowledge and the implementation of ICT in Norwegian schools, highlighting the importance of teachers' perspectives. The third paper critiques the shift from teaching to learning, arguing that it transforms students into consumers. The fourth paper analyzes the changing language of education over the decades, emphasizing the balance between teachers and learners. Each paper is dissected by addressing the arguments, methods, and rationales, providing a comprehensive overview of the evolving landscape of education and the impact of technology and language on teaching practices.

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

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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

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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

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the use of ICT and mission of implementing ICT into the system. Therefore, authors argue
that teachers in Norwegians educational institutes are not skilled and knowledge about use of
ICT in education. Consequently, authors insist on the need of investigating how the teachers
in leading-edge schools are dealing with digital literacy under the ICT framework. Authors
also presented a set of supportive claims that educational change irrespective of type and
process should take place through the fundamental involvement of teachers. Authors
established the fact that schools are mostly surrounded with autonomous students who are
majorly concerned about their rights rather than their duties. Thus, determining skills and
enhancing them in students can be a challenging task to teachers.
Question 2: What is the method?
To identify the gap between teachers’ knowledge and intention and ICT practices,
authors have performed a qualitative research as well as a case study method. In order to
collect data with respect to teachers’ perspective towards ICT practices in education, authors
have used a set of methods like semi-structured interviews, observations in classrooms,
document analysis and recall interviews. The application of different data collection
techniques created an interrelated sets of data which further increased the authenticity and
increased the intensity of the investigation on teachers’ perspective towards the use of ICT.
Authors have used a purposeful sampling method to apply the case study method. Purpose
sampling method enabled authors to select teachers from two different schools. Moreover, the
selection of teachers is done on the basis of the reasonable coverage of phenomenon which is
aligned with the purpose of the study. To understand teachers’ view about the use of ICT,
data has been collected through six different methods. Authors used document analysis,
interview method with the teachers, videotaping of teachers in classrooms, etc to collect data
on the stated issue of digital literacy of teachers.

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Question 3: Critically analysing and matching the analysis to the rationale given in
lecture
The rationale lies in the fact that despite the investment and clear mission of ICT in
educational institutions, output in Norwegians schools have not been desirable and
promising. There is a significant need of investigation on gaps in development. Another
significant fact is that changes in the education system is usually done through the initiatives
taken by teachers to implement the change. Therefore, authors’ stand towards teachers’
competency in digital technology is accurate because implementing ICT and changing the
entire process certainly requires teachers’ involvement. Thus, it is highly important to learn
how teachers in the system are dealing with the advanced process of ICT.
Paper 3:
Question 1: Discussing the argument presented by authors
The core argument presented by authors in the study, is that there is a significant change in
the process of teaching because teaching has been shifted to learning. Authors criticised
establishment of new language –which is learning and the incorporation of ICT into the
system. This means that the endeavour of applying new language and upgrading it through
the incorporation of ICT actually overlooked the core concept of education. Authors claim
that the emerging process of education is actually turning the learners into consumers where
educational process is done in relation to economic transaction. Authors insist the
investigation of the ways in which teaching is automatically replaced by new language which
is driven by leaners’ needs and teachers’ duties. According to the authors, the whole process
is actually losing the purpose of quality education because education is more like monetary
system or commodity which is supposed to be delivered by educational institution and it is to

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be used by the learner. Authors doubt the significance of providing education in return of
money, where learners are made to be the consumers of the market.
Question 2: The methods
In order to prove the irrelevancy of new language as learning instead of teaching in
education, authors have followed a bibliometric analysis in which BIBSYS data library have
been access to derive information about books and periodicals. Authors have used secondary
data to analyse the context of the study. Educational Resource Information Centre is mostly
the information system which is authorized by US Department of Education. This source
provides access to information and broad series of journal articles. When it comes to
performing the analysis, authors have followed a secondary data analysis in which existing
research papers have been compared and contrasted to generate new insight about the
context. From the chosen sources, authors have used two different set of data on the variables
such as teaching and learning.
Question 3: Critically analysing and matching the analysis to the rationale given in
lecture It can be mentioned that the purpose of ICT establishment in education is
significantly necessary but the process followed for the same us affecting both learners and
teachers. In addition, the education sector as a whole is certainly at stake. Technology
advances in educational sector has certainly increased the pace of educational practices but
none of the parties involved in the plan have paid attention to purpose of education. Rationale
lies in the fact that due to the incorporation of technology advances, teachers are lagging
behind the race. This means even though the technology is developed but to use the
technology in education, skills are yet scarce. Moreover, teachers face the difficulty in
providing education because the decision of teaching or learning is entirely done by the
learners.

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Paper 4:
Question 1: Discussing the argument presented by authors
Arguments presented in the article is about the changing pattern of language in education.
Author argues that language in education cannot be overlooked as language actually
describes education. However, to prove the inefficiency in emerging language of education,
authors highlighted the patterns and language of education followed decades back. Authors
argued that the presently available language in education has changed over the past decades.
Author claims that even though the new language of education or learning has made it easy
for both learners and teachers to express ideas, insights that were once difficult through the
language applied back then. Moreover, other elements of the understanding regarding what
education actually is quite challenging to grasp. It is worth stating that there is a significant
shift from language of education to language of learning. Author highlighted the issue that
over the past few decades the way people speak about education such as the concept of
learning has actually replaced the concept of education; it has rather decreased the value of
education.
Question 2: The methods
In order to prove that the new language in education has been dominant in educational
discourse over the past decades, author applied a secondary data analysis method in which
data has been collected from the secondary data sources. Author accessed a large database of
libraries that provide the data related to educational process and its changing nature. When
collecting data about the changes in language of education, authors have particularly focussed
on the phases of learning that have been applied to the education.
Question 3: Critically analysing and matching the analysis to the rationale given in
lecture

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The rationale of the study lies in the fact that the changes and developments in education led
to the increase of new language of learning that are not always negatively influential to
education. Emerging theories of learning certainly have a positive impact on the education
sector as a whole but no one should not forget the balance of importance of learners and
teachers. Due to the emerging language or new educational language, the purpose of
education is actually being doomed and moreover, in national test, outcome of the applied
education would be doomed to failure if teacher’ digital literacy is not increased. On the
contrary, it has also been learnt that in order to develop this emerging language in education,
both educationist and educators have contributed. Therefore, even though the language has
changed but the purpose should not lose its position.

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References
1. Howard, SK, Thompson K, Yang, J & Ma, J 2017, 'Working the system:
Development of a system model of technology integration to inform learning task
design', British Journal of Educational Technology, vol. 50, no. 1, pp. 326–341
2. Almas A G, and Krumsvik R 2008, 'Teaching in Technology-Rich Classrooms: Is
There a Gap between Teachers’ Intentions and ICT Practices?'Research in
Comparative and International Education, vol. 3 no 2, pp. 103–121.
3. Haugsbakk, G & Nordkvelle Y 2007, 'The Rhetoric of ICT and the New Language of
Learning: A Critical Analysis of the Use of ICT in the Curricular Field',
******opean Educational Research Journal, vol. 6, no. 1, pp. 1–12
4. Biesta, G 2005, 'Against learning. Reclaiming a language for education in an age of
learning', Nordic Studies in Education, vol. 25, pp. 54–66.