Cyber Spaces/Social Spaces: Culture Clash in Computerized Classrooms
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What happens when a new social technology is imposed on the established social technology of the school? This book presents an unusual application of critical cultural analysis to a series of empirical case studies of educational uses of information and communication technologies (ICTs). Drawing on research conducted over a ten-year period in three different regions of the Anglo-American developed world, it examines themes arising from the struggle for the social spaces and emerging cyber spaces of schooling; the role of identity projects in educational change; and the paradoxes which arise from these processes. The resulting analysis offers a rich - and sobering - perspective on the rush to technologize classrooms.
process, Ed was actually led to denigrate the relevance of his own subject specialty. But the quote also neatly captures the “either/or” view that is prevalent among many teachers. Either I can co-opt the computer to fit broadly what I am already doing (and think I do well), or my existing subject and practice is overthrown and I become a technical trainer. Most of the teachers in our project were still ambivalent about this transition, but very few teachers articulated the view common in the
Although their approach involved a good deal of extra sales effort on the part of the developers, it reaped some immediate benefits. Not the least among these was the fact that only those teachers and schools that exhibited enthusiasm and commitment to the project became involved in the initiative. This effectively avoided the need to convince reluctant participants to join the effort, or having to deal with their resistance during implementation. To some extent, this approach was successful,
teachers and teacher performance:A machine can do it better (Perelman 1992; for a critical response see Robertson 1998). At the very least, efforts to technologize education are based on assumptions that computers will augment teacher knowledge and help lift learning outcomes.To the extent that this motivation highlights teacher limitations, it implies that pedagogical relations can be enhanced with the assistance of machine mediations. The rush to technologize learning often conflicts deeply
address these problems schools should, among other things, promote learning activities involving new ICTs that help develop the kinds of capacities advocated, for example, by Paul Gilster (1997, chap. 7). Gilster describes a practice he calls “knowledge assembly” that he regards as a necessary new literacy in and for the information age. Knowledge assembly is “all about building perspective” and proceeds through “the accretion of unexpected insights” (pp. 195, 219). Gilster describes the tools
Computers: Competent and Confident.” http://www.besanet.org.uk/news/ict2000.htm. Accessed August 11, 2001. Bigum, Chris. 2002.“Design Sensibilities, Schools, and the New Computing and Communications Technologies.” In Silicon Literacies, edited by I. Snyder. London: Falmer-Routledge. Bigum, Chris, Leonie Rowan, Michele Knobel, Colin Lankshear, and Michael Doneman. 2001. Confronting Disadvantage in Literacy Education: New Technologies, Classroom Pedagogy, and Networks of Practice.