Teaching and learning in out-of-school contexts has a long history
of successfully adapting pedagogy to local and current needs of student participants. The innovative uses of technology, the flexible social organization, and the everyday relevance of out-of-school activities make these learning contexts ideal for innovation.
Questions of teacher authority, “coverage” of material, and the isolation of school activities from learning that takes place in other contexts (and vice versa) are all impediments to realizing the transformative potential presented by new learning technologies. The essays in this collection challenge us because they represent the problem as a systemic one: schools, higher education and professional development programs, national policy, all reinforce in each other a resistance to change. Each feels constrained by the actions of the others. No one knows where to start.
Can computers and other information technologies reinvigorate Dewey’s vision of linking school with society? Pedagogical praxis suggests a reconfiguration of educational practices in which technology helps young people learn to think as professionals and thus see the world in ways that are grounded in meaningful activity and aligned with the core skills, habits, and understandings of a postindustrial society.
This study examines the extent to which teachers believe they are modifying instructional uses of computers for writing in response to state testing programs.
This article examines the seemingly contradictory notion that reducing technical expectations for teachers can encourage technology use in classroom instruction.
This paper explores the emerging role of the Educational Technologist as a lens through which to view the interpretive processes that accompany school reform initiatives. It presents findings from a multi-year qualitative research study of district-wide technology integration.
This paper argues that hypertext and hypermedia solidify bold and original ideas that have the power to open new realms of creative possibility.
This article reports on a research project in which a digitally based assessment model is being developed for the Pacesetter program. This program, established by the College Board to prepare culturally diverse students for higher education, is built around a curriculum that reflects not only the world that these students come from but also the rapidly evolving technological society that they are expected to participate in.
An examination of the perspectives on teachers, students, technology, and educational goals represented in state technology plans
What if the push for computers and Internet connectivity fails to serve the best interests of humanity? The true believers lobbying for electronic boxes and wires in classrooms may dismiss such thoughts as heretical. However, their zealous praise for the wonders of technology often neglects an essential question: what shall we do with students who resist our brave new media?
In this chapter, we first illustrate several cases of unfulfilled expectation
of educational technology, presenting context factors that may have
contributed to these results. Then we present a few outcomes that are
unintended and even contradictory to the designers' expectations for
students who use a particular type of technological application—the
Integrated Learning System (ILS). We relate these unanticipated results
to factors in the particular learning environment established by the ILS.
In this chapter I provide an
account of efforts to make change happen in the Bellevue (Washington)
school district. The change sought was the integration of technology
with the instructional program.
Equity in access to educational resources faces new challenges in the age of technology, with great disparity in access to educational technology. This article proposes an alternative direction for equity of access to global learning networks as a catalyst for genuine educational reform that upholds civil rights law.
Why computers are used less often in classrooms than in other organizations
Educational technology's place in classroom teachers' thoughts and practices
My intent here is to probe the differences between electronic and traditional printed texts, to examine the ways teachers have and have
not used those electronic forms in their classroom work, and finally to
consider the implications of patterns of use and to suggest some
directions for research and thought about the role of electronic text in
classrooms that might be explored further. A note of caution is in
order here, as well: I will use the term "electronic texts" quite broadly
(more so than is usually the case by those who write of such things)
to include not only the presentation of textual materials via computer
(although those will be important parts of the analysis here), but also
certain other means of presenting nonverbal information—film, video,
and so on. I hope that by so doing, it will be possible to consider
common features and problems in use that have sometimes been
ignored by those who have focused on one approach alone.
Consideration of the computer as just another type of material in classrooms.
A study in which Logo programming was used to teach problem-solving skills to fourth to eighth grade students is described.
The impact of new optical technologies on student learning.
Computers enable us to offer students distinctively alternative paths to certain goals, for instance, graphic representation in the place of verbal statement. Where such alternatives can be implemented, it becomes possible to test their comparative effectiveness with some rigor.
The use of computers in education can be an opportunity for children to surprise themselves and their teachers. The key is to empower the child with tools of self-expression.
At first, new educational technologies engender reactions pro and con. As the new possibilities mature, however, different issues become more clearly defined, the classic problems of education-the responsibilities of teaching, the selection of content, the justification of competing goals, the mundane mechanics of implementation, and the inspiration of unstinting effort.
Numerous efforts in higher education and the schools have aimed to make computing an effective tool serving the entire curriculum by helping to make the diverse fruits of academic culture available to students. Despite such efforts, however, computers have yet to prove very useful substantively in education. More often than not, what happens is that the computer becomes the object of study, not a tool for the study of some subject in depth.
All of the questions addressed by Jefferson County
decision makers fell into one of five categories. Questions in the
categories provided loci both for strategic planning and for the
development of procedures to implement microcomputer education
programs. Curriculum, hardware systems, organization, staff
education, and finance all posed issues that had to be resolved. In the pages which follow, more detailed information on these issues and
ow they were resolved is presented. Since the curricular issues were
fundamental, they influenced decisions on issues in all other
categories. Consequently, instructional choices inevitably began,
mediated, and ended the entire decision chain.
The purpose of this study, is to look more closely, at the issue of
cost and cost-effectiveness of the use of microcomputers for CAl.
The need for some form of computer literacy has come to be accepted as an essential condition of everyday life, now that the computer has insinuated itself into our jobs, our schools, and our homes. As a result, computer-literacy education has become very big business, evidenced by the myriad of computer classes, workshops, and camps available to people of all ages. The purpose of all this training, we are told, is not to make engineers or programmers of everyone; rather, its focus is on a minimal level of instruction that will introduce the masses to the ubiquitous computer and enable them to feel “comfortable," to have “a sense of belonging in a computer-rich society."
At this point in the "computer revolution" one can do little more than speculate concerning the long-term benefits or detriments that may accompany the extensive use of computers in education.
A ha-ha is a sunken fence, invisible from a distance, allowing a tantalizing, unobstructed view of the verdant pastures on the other side, but forming an impenetrable barrier. There is a ha-ha surrounding educational technology. The author's aim in this article is to investigate its nature and to see if anything can, or should, be done about it.
In this short review, I shall attempt an
evaluation of Seymour Papert’s Mindstorms, and the approach to the use of computers in education it embodies.