ABSTRACT

This article analyzes how a figuration of the teacher is made up within an ed-tech discourse and how it organizes how we think of teaching. It departs from an interview study with 25 ‘edupreneurs’ selling hardware, software, and/or professional development regarding digital tools to Swedish schools. The analysis illuminates how the ‘desired teacher’ is similar to what is conceptualized as a Silicon Valley culture, privileging characteristics valued in the IT sector. Such a teacher coaches rather than lectures, is flexible, and ready to work whenever and wherever. S/he customizes his/her work to the individual student and his/her needs of knowledge, location, and timeframes, emphasizing that education is a personal business. ‘Boring’ parts of the work (grading and assessment) are believed to be taken over by technology. The teacher should be the one promising fun and creativity in order to educate dreamers for the future and workers in a knowledge economy. With help from Castells’ theory of the network society, the study illuminates and discuss what this means for how we can think of school in terms of teacher authority, place and time. It also claims that a commercialized, neoliberal rationale is made possible in schools through the platforms.

摘要

本文分析了在教育技术话语中如何构成教师形象，以及它如何组织我们对教学的看法。它与对25位“企业家”进行的访谈研究不同，后者向瑞典学校出售有关数字工具的硬件，软件和/或专业开发。该分析阐明了“理想的老师”与概念化为硅谷文化的东西如何相似，并具有IT部门重视的特权特征。这样的老师很灵活，可以随时随地工作，而不是讲课。他/她根据学生的个人需求以及知识，位置和时间范围的需求量身定制工作，强调教育是一项个人业务。人们认为工作的“乏味”部分（等级和评估）已由技术接管。教师应该是一个有前途的乐趣和创造力，目的是教育梦想家和知识经济时代的工作者。在卡斯特尔的网络社会理论的帮助下，该研究阐明并讨论了这对于我们如何从教师权威，地点和时间的角度来思考学校的意义。它还声称，通过平台可以在学校实现商业化的新自由主义原理。