By Colin Lankshear, Michele Knobel, Ivor F. Goodson, J. Marshall Mangan
What occurs whilst a brand new social expertise is imposed at the tested social know-how of the varsity? This ebook provides an strange program of severe cultural research to a sequence of empirical case experiences of academic makes use of of knowledge and communique applied sciences (ICTs). Drawing on examine carried out over a ten-year interval in 3 diversified areas of the Anglo-American “developed” international, it examines subject matters coming up from the fight for the social areas and rising cyber areas of education; the position of identification initiatives in academic swap; and the paradoxes which come up from those techniques. The ensuing research deals a rich--and sobering--perspective at the rush to technologize classrooms.
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Extra info for Cyber Spaces/Social Spaces: Culture Clash in Computerized Classrooms
It embodied, we believe, some genuinely fresh and innovative thinking— both in terms of the technological applications involved and the context in which they were positioned. Despite such positive qualities,The Watershed struggled to define for itself a new space within the Ontario school system. 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.
Within this milieu, the increase in the use of digital information and communication technologies specifically—computers and their communications networks—has been particularly remarkable (see OTA 1995). Growing access to the internet and the World Wide Web has provided an explosion of information resources for teachers and students. Despite this pattern of growth, however, and as discussed in the previous chapter, these new ICTs are used by many teachers as “just another tool,” with little fundamental impact on their basic pedagogical practices (Goodson and Mangan 1995b; Lankshear 1997; Lankshear and Bigum 2000).
In an interview, Steve said this of earlier efforts to introduce Jim to computer technology: There were geography teachers who were already involved in dealing with computers, but not on this level. And this was an opportunity to actually have enough computers to really use them in the classroom. So I wanted geography involved. It didn’t have to be me particularly. But I’d already tried to get Jim involved with the Commodore [computer], and I mean, I’m not talking about a one-shot try. We tried over and over, 32 ❒ cyber spaces/social spaces every professional-development day we had there for a while, we had at least something involving, you know, getting them hands-on a computer.