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dc.contributor.advisorButler, Rebecca P.en_US
dc.contributor.authorClemens, Alanen_US
dc.date.accessioned2018-10-03T14:21:15Z
dc.date.available2018-10-03T14:21:15Z
dc.date.issued2016
dc.identifier.urihttps://commons.lib.niu.edu/handle/10843/18695
dc.descriptionAdvisors: Rebecca Butler.en_US
dc.descriptionCommittee members: Olha Ketsman; Leslie A. Sassone.en_US
dc.description.abstractThis study was undertaken to better understand the discourse surrounding K-12 instructional technologies as represented in published articles of three trade publications whose target audience is educational practitioners. The study additionally sought to test the viability of an analytical framework inspired by Michel Foucault's technologies of the self. Two hundred and thirty-seven articles published in three trade periodicals (Education Week, Learning & Leading with Technology, and The School Administrator) over a two-year sample period were analyzed using NVIVO, a qualitative data analysis software product from QSR, International.en_US
dc.format.extent242 pagesen_US
dc.language.isoengen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subject.lcshFoucault, Michel, 1926-1984en_US
dc.subject.lcshEducation--Philosophyen_US
dc.subject.lcshPublic schoolsen_US
dc.subject.lcshEducational technologyen_US
dc.subject.lcshEducational philosophyen_US
dc.titleConnecting philosophy and practice in the fabric of public education : an analysis of K-12 instructional technology discourse inspired by Foucault's technologies of the selfen_US
dc.type.genreDissertation/Thesisen_US
dc.typeTexten_US
dc.contributor.departmentEducational Technology, Research and Assessmenten_US
dc.description.degreePh.D. (Doctor of Philosophy)en_US


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