By Ivor F., Knobel, Michele, Lankshear, Colin, Mangan, Goodson
What occurs while a brand new social expertise is imposed at the validated social expertise of the varsity? This ebook offers an strange software of severe cultural research to a sequence of empirical case stories of academic makes use of of knowledge and communique applied sciences (ICTs). Drawing on examine performed over a ten-year interval in 3 varied areas of the Anglo-American constructed international, it examines issues bobbing up from the fight for the social areas and rising cyber areas of education; the function of identification tasks in academic switch; and the paradoxes which come up from those procedures. The ensuing research deals a wealthy - and sobering - viewpoint at the rush to technologize classrooms.
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Extra info for Cyber Spaces/Social Spaces: Culture Clash in Computerized Classrooms
However, it must also be acknowledged that there is a growing body of theory and practice that incorporates constructivist learning theory and collaborative curriculum designs into technology-rich classroom environments (see Adams and Hamm 1996; Koschmann 1996). Canada has been a primary site for some of these developments (see Harasim 1995; Scardamalia and Bereiter 1996). What is peculiar about this situation is that, even though the research and development milieu is complex and even paradoxical, and the implementation of ICTs uneven, the policy milieu has been strikingly uniform.
In some ways, the difficulties that beset The Watershed re-enacted a classic pattern of educational innovation and resistance; in other ways, they speak to the current social and political context of ICT implementation in schools in unanticipated ways. For us, technology-based innovations like The Watershed present important potential for reshaping schools in the twenty-first century. Paradoxically, however—as we will discuss in this chapter—such innovations also appear to face a range of complex hurdles, both within the context of schooling and within the larger social and political milieu.
Interviewer: I should probably know this from earlier interviews, but it’s slipped my mind: how close to retirement are you? Jim: Seven years. Interviewer: Seven years? Jim:Well, five to seven years. Interviewer: So, it’s not just around the corner. Jim: No. Interviewer: Because I mean . . if it were me, I think I might wonder about whether the investment in learning something as complex and as big as computer-assisted learning at this stage was going to pay off for me in the few remaining years of my career.