Education in the Age of the Screen: Possibilities and Transformations in Technology, 1st Edition (Hardback) book cover

Education in the Age of the Screen

Possibilities and Transformations in Technology, 1st Edition

Edited by Nancy Vansieleghem, Joris Vlieghe, Manuel Zahn


186 pages

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pub: 2019-08-02
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This edited volume brings together experts from across the field of education to explore how traditional pedagogic and didactic forms and processes are changing, or even disappearing, as a result of new technologies being used for education and learning.

Considering the use, opportunites and limitations of technologies including interactive whiteboards, tablets, smart phones, search engines and social media platforms, chapters draw on primary and secondary research to illustrate the wide-reaching and often salient changes which new digital technologies are introducing into educational environments and learning practices around the world. Neither claiming that traditional forms of learning must be replaced, nor calling for a restoration of the school, Education in the Age of the Screen offers a nuanced exploration of the implications of digitization for education. Taking a broad view on education as a social and cultural phenomenon, the volume focuses on three major dimensions: the wider conditions against the background of which we educate and are educated today, detailed examples of aesthetic practices and educational initiatives in the current media culture, and concrete answers to the challenges that come our way.

A comprehensive and timely consideration of the state of education in the digital age, this will be of interest to researchers, academics and post-graduate students in the fields of education and pedagogy, media and cultural studies, as well as teacher educators and trainee teachers.

Table of Contents


Joris Vlieghe, Nancy Vansieleghem, Manuel Zahn


Chapter 1: The Academic Lecture (1800-Present): Subject, Medium & Performance

Norm Friesen

Chapter 2: Education and world-disclosure in the age of the screen: On screens, hands and owning the now

Joris Vlieghe

Chapter 3: Screening the classic: A case of re-mediation? The new chronotope and some possible educational consequences

Stefano Oliverio 


Chapter 4: Classroom spaces in the making: A Sociomaterial account of digital screens in BYOD schools

Samira Alirezabeigi, Mathias Decuypere

Chapter 5: Beyond the Screen: Hatsune Miku in the Context of Post-Digital Culture

Annemarie Hahn, Kristin Klein

Chapter 6: Beyond Digital Screens – Media ecological perspectives on artistic practices in the digital media culture

Manuel Zahn

Chapter 7: Next School’s Art Education

Torsten Meyer


Chapter 8: Looking at Ourselves Looking Through a Screen. A Case Study of Media Education

Anna-Caterina Dalmasso

Chapter 9: Digital literacy in the Age of the Screen? Re-imagining the social pedagogy of the archive

Maria Fannin, D-M Withers

Chapter 10: Scholastic practices in digital education: on grammatization and poetization in bMOOC

Nancy Vansieleghem

Chapter 11: Reframing the making of school in digital times: How art can(not) change digitisation

Frank Maet


Joris Vlieghe, Nancy Vansieleghem, Manuel Zahn


About the Editors

Nancy Vansieleghem is Head of the teacher training programme in audio-visual and fine arts at LUCA School of Arts, Belgium, and of the research group Art, Practices and Education.

Joris Vlieghe is Assistant Professor in Philosophy and Theory of Education at the University of Leuven, Belgium.

Manuel Zahn is Professor for Aesthetic Education with a focus on contemporary media culture at University of Cologne, Germany.

About the Series

Theorizing Education

Theorizing Education brings together innovative work from a wide range of contexts and traditions which explicitly focuses on the roles of theory in educational research and educational practice. The series includes contextual and socio-historical analyses of existing traditions of theory and theorizing, exemplary use of theory, and empirical work where theory has been used in innovative ways. The distinctive focus for the series is the engagement with educational questions, articulating what explicitly educational function the work of particular forms of theorizing supports.

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