ABSTRACT In this review essay, Earl Aguilera compares two recent contributions to the growing body of literature on technology in education, Christo Sims’ Disruptive Fixation and Antero Garcia’s Good Reception, to examine the conceptual and practical contributions of each text, along with points of divergence through which readers might glean additional insights. Sims and Garcia both address efforts rooted in a growing area of work around integrating digital media technologies into K-12 schools, but present contrasting perspectives and differing notions of technological disruption and integration. While Sims’ ethnographic work on the “school for digital kids” is rich in conceptual tools that help readers understand what he calls cycles of disruptive fixation that have occurred throughout the history of public education in the United States, Garcia’s embedded perspectives as high school teacher provide practical guidance for integrating new media technologies with responsive and critical pedagogical practices. Taken together, these texts highlight both the promises and the pitfalls of integrating new media technologies into existing models and contexts of education often labeled as outmoded for life and work in the 21st century.

中文翻译：

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关于破坏与融合：K-12学校中数字媒体技术的两种观点

摘要在这篇评论文章中，伯爵·阿奎莱拉（Earl Aguilera）比较了克里斯托·西姆斯（Christo Sims）的《颠覆式固定》和安特罗·加西亚（Antero Garcia）的《良好的接受感》（Goodo Reception）对教育技术文学不断增长的最新贡献，以考察每个文本的概念和实践贡献，以及分歧点。读者可以借此收集其他见解。Sims和Garcia都致力于将数字媒体技术集成到K-12学校中，而这一领域的工作越来越多，但是他们提出了截然不同的观点以及关于技术破坏和集成的不同观念。尽管Sims在“数字儿童学校”上的人种学研究工作中提供了丰富的概念性工具，可以帮助读者理解他所说的破坏性固视的循环，这种循环发生于美国的整个公共教育历史中，Garcia作为高中老师的内在观点为将新媒体技术与响应性和批判性教学实践相结合提供了实用指导。总而言之，这些文本突出了将新媒体技术整合到通常被认为在21世纪对生活和工作已过时的现有模式和教育环境中的希望和陷阱。