Samira Alirezabeigi- PhD in Educational Sciences
- Lecturer at KU Leuven
Samira Alirezabeigi
- PhD in Educational Sciences
- Lecturer at KU Leuven
Postdoctoral researcher at UCL and KU Leuven
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14
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Publications (14)
Over the past years, the potential benefits and risks of educational technologies (EdTech) in schools have been increasingly debated. At the same time, research has only started to develop a more nuanced understanding of the manifold peda-gogical effects of these technologies in school and classroom practice. Within the broader context of the dtec....
Calvino’s reflection on quickness brings the reader through a zig-zag journey without a predefined destination, crossing the history of literature in order to think about writing and the relationship between physical speed and speed of mind. To discuss quickness as a virtue, Calvino refers to the potentiality of human reasoning and typifies differe...
In recent years, there has been a renewed focus on temporality in education policy and governance. This article aims to contribute to this growing body of literature by examining a recent digital education policy initiative in Flanders (Belgium) called 'Digisprong'. Arguing that time, in relation to space, in education policy is relationally produc...
This paper reflects on post-pandemic school condition and speculates the temporal characteristics of post-pandemic school education based on an empirical school study. By conceptualising pandemic as an accident as developed by Malabou (2012) and adopting the timescape perspective as a methodological device to identify the characteristics of post-pa...
Using Critical Design (CD) and Participatory Design (PD) as analytical and normative vantage points, this contribution reflects on how characteristics of both approaches can be useful for a reflective and inclusive engagement with educational technology in school development processes. Illustrating initial empirical findings from the research proje...
This contribution reports on a symposium that aimed to collectively discuss different approaches to deal with processes of automation and artificial intelligence (AI) in the field of education. Inspired by Asimov’s Laws of Robotics and Pasquale's recently published NewLawsofRobotics, the symposium’s purpose was to collectively advance laws that wou...
Screens are becoming omnipresent surfaces inside classrooms, namely through the implementation of personal screens at schools. This implementation reconfigures spatiotemporal organization of lesson activities by introducing specific screen mediated tasks that are majorly conducted individually on screens. By adopting the notion of timescape as an a...
As digital technologies are increasingly integrated within schools, and policy models such as Bring Your Own Device (BYOD) are implemented during school lessons, the borders of policy work are reordered by actors that are introduced through these digital technologies. This reordering often tends to circumvent local and national policymaking process...
As personal digital devices have become increasingly embedded in schools, what they do tends to silently fall into the background and generally be taken for granted. In order to scrutinize the silent doings of digital devices, this paper explores how attending to breakdowns as a methodological heuristic device can be an insightful entry point to su...
The proliferation of digital devices in educational settings have contributed to the decentralization of knowledge from teachers and established textbooks to fluid online personalized resources, and from blackboards as spaces of materialization of this knowledge to personal screens. In this new constellation, school practices such as reading, writi...
This paper provides an analysis of the educational use of the Internet and of digital technologies that is neither pessimistic nor optimistic, that is neither critical nor post-critical. Turning to Italian philosopher Giorgio Agamben’s comments on studying and its relationship to the technology of the blank writing tablet, the authors argue that di...
