Examining Categorical Representation in Educational Technologies Through Social Network Analysis

Potential Abstract:
Abstract: This study explores the role of categorical representation in educational technologies through the lens of social network analysis. Drawing on deconstructionist theory, the research examines how different categories are constructed and reinforced within digital learning environments. The study utilizes social network analysis techniques to uncover patterns of categorical representation and to investigate how these representations influence student learning outcomes and educational experiences. By analyzing the connectivity and relationships between different categories within educational technologies, the research aims to shed light on the underlying structures and power dynamics that shape students’ interactions with digital tools. The findings from this study have important implications for educators, curriculum designers, and policymakers seeking to create more inclusive and equitable learning environments that challenge traditional categorical norms and promote diversity and representation.

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