Changing Conceptions of Time: Implications for Educational Research and Practice

Source: Review of Educational Research, 83(2), June 2013, p. 236-272

The present article offers a theoretical analysis of three temporal perspectives:
(a) clock time, measured in objective, linear units;
(b) socially constructed time, experienced subjectively according to social and cultural context; and
(c) virtual time, a new category that synthesizes emergent temporal theory in the digital age.

Implications for educational research and practice are discussed.

The authors initiate discourse around new theoretical approaches to educational time research in an era characterized by great sociocultural and temporal transformations.