High Access and Low Use of Technologies in High School Classrooms:                Explaining an Apparent Paradox

Cuban, Larry; Kirkpatrick, Heather; Peck, Craig

doi:10.3102/00028312038004813

Cited by 779 publications

(527 citation statements)

References 5 publications

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“…In terms of Bruner's "folk pedagogy" (Bruner, 1996;Olson & Bruner, 1996), the finding suggests that these participants assume that teaching is a process of knowledge transmission, according to which the teacher is the "owner of knowledge" and his role is to transfer a defined "body of knowledge" to the students. This finding reinforces the previous conclusions that the use of computers improves existing teacher-centered instruction, but does not bring about essential pedagogical changes (Cuban, Kirkpatrick, & Peck, 2001;Ilomaki, 2008;Magen-Nagar, Rotem, Inbal Shamir, & Dayan, 2014;Wilson, 2014). Nevertheless, our findings differ from the argument of Bruner (Olson & Bruner, 1996), according to which beliefs about the nature of learning -"folk psychology" -are consistent with teaching methods -"folk pedagogy".…”

Section: :1 Computing and Teachers' Pedagogical Perceptionssupporting

confidence: 80%

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Peled

Blau

Grinberg

2015

IJELL

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Transforming a school from traditional teaching and learning to a one-to-one (1:1) classroom, in which a teacher and students have personal digital devices, inevitably requires changes in the way the teacher addresses her role. This study examined the implications of integrating 1:1 computing on teachers’ pedagogical perceptions and the classroom’s educational discourse. A change in pedagogical perceptions during three years of teaching within this model was investigated. The research analyzed data from 14 teachers teaching in a junior high school in the north of Israel collected over the course of three years through interviews and lesson observations. The findings show that the 1:1 computing allows teachers to improve their teaching skills; however, it fails to change their fundamental attitudes in regard to teaching and learning processes. It was further found that the use of a laptop by each student does not significantly improve the classroom’s learning discourse. The computer is perceived as an individual or group learning technology rather than as a tool for conducting learning discourse. An analysis of the data collected shows a great contribution to collaboration among teachers in preparing technology-enhanced lessons. The findings are discussed in terms of Bruner’s (Olson & Bruner, 1996) “folk psychology” and “folk pedagogy” of teachers and “the new learning ecology” framework in 1:1 classroom (Lee, Spires, Wiebe, Hollebrands, & Young, 2015). One of the main recommendations of this research is to reflect on findings from the teaching staff and the school community emphasizing 1:1 technology as a tool for significant pedagogical change. It seems that the use of personal technology per se is not enough for pedagogical changes to take place; the change must begin with teachers’ perceptions and attitudes.

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Section: :1 Computing and Teachers' Pedagogical Perceptionssupporting

confidence: 80%

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Peled

Blau

Grinberg

2015

IJELL

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“…Además, el profesorado que usa ordenadores tiene dificultades para modificar sus prácticas docentes y sus expectativas sobre el alumnado (González-Pérez, 2010, 2011, 2012ay 2012b. En la práctica, el uso de las TIC en los centros escolares, por sí mismas, no están produciendo los grandes cambios que se auguraban (Cuban, Kirkpatrick and Peck, 2001;Cuban, 2008Cuban, , 2001Schofield y Davidson, 2002;Kozma, 2003;Sancho, 2006;De Pablos, Colás y González, 2010).…”

Section: El Estado De La Cuestión Sobre Las Barreras Tecnológicas En unclassified

Factores que dificultan la integración de las TIC en las aulas

Pérez

Pons

2015

rie

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“…Blended learning developments take time, and the amount of work involved, even when given support by e-developers, can be underestimated by those staff who are new to blended learning (Ooms et al 2008). Research indicates that the insufficient time due to contextual factors such as the structure of timetables and workload, and a lack of proper training can cause delays and ineffective use of technology in education (Cuban, Kirkpatrick, and Peck 2001;Pajo 2001). A combination of technological and pedagogic training is desirable (Hannon 2008;Oliver et al 2004;Higher Education Funding Council for England.…”

Section: Introductionmentioning

confidence: 99%

Educators’ perceptions, attitudes and practices: blended learning in business and management education

Benson¹,

Anderson²,

Ooms³

2011

Research in Learning Technology

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Adoption of blended learning is a complex process for higher education institutions and academic staff. Although the move towards blended learning is generally instigated at institutional level, factors determining its success and minimising resistance of faculty often emerge at delivery level. This paper explores adoption of blended learning practices in a Business School at a university in the United Kingdom. Based on the interviews with a purposive sample of 16 academic staff members delivering 36 business modules, this case study explores the concept of blended learning from the academic staff's perspective. A typology of three distinct approaches to blended learning -'Technology is all', 'Bolt-ons' and 'Purely pedagogic' -emerged from the data extending understanding of blended learning practices. A team of three researchers conducted the study. Two of the researchers were academic staff members from the Business School and one researcher was an academic staff member from another faculty within the same university.

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High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox

Cited by 779 publications

References 5 publications

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Does 1:1 Computing in a Junior High-School Change the Pedagogical Perspectives of Teachers and their Educational Discourse?

Factores que dificultan la integración de las TIC en las aulas

Educators’ perceptions, attitudes and practices: blended learning in business and management education

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