Logo in Mainstream Schools: The struggle over the soul of an educational innovation

Agalianos, Angelos; Noss, Richard; Whitty, Geoff

doi:10.1080/01425690120094449

Cited by 37 publications

(15 citation statements)

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“…To borrow a term from Bijker (), technology is multidimensional; its use is not defined by designers or policy makers, rather it carries “affordances,” a form of negotiation between the user, the context in which the tool is being used and the properties of the technology (Hammond, ). Rather than promote meaningful change, the use of technology has generated “if only” narratives: if only the framework for teaching and learning could be changed (eg, Lewin, Mavers & Somekh, ); if only governments had acted differently (eg, Agalianos, Noss & Whitty, ); if only a threshold in access could be crossed (eg, Watson, ); or, in the US context, if only teachers could change their minds about the nature of teaching and learning (Ertmer, ).…”

Section: Discussionmentioning

confidence: 99%

Introducing ICT in schools in England: Rationale and consequences

Hammond¹

2013

Brit J Educational Tech

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This paper provides a critical perspective on the attempts to promote the use of ICT in teaching and learning in England. It describes the rationale given for the introduction of ICT in terms of its potential to impact on educational standards, to contribute to developing a curriculum which has more vocational / social significance and, more generally, to provide a catalyst for curriculum reform. The introduction of ICT is underpinned by the argument that schools should show a higher degree of correspondence with a wider world in which the use of technology is pervasive. Introducing ICT in schools in England: Rationale and consequencesThis paper provides a critical perspective on the attempts to promote the use of ICT in teaching and learning in England. The first section describes the rationale for the introduction of ICT in particular the claims that ICT can impact on educational standards; carry a vocational / social significance; and provide a catalyst for curriculum reform. The second section shows how each of these goals has been distorted by excessive optimism and a sense of 'inevitability'. The final section of the paper discusses the case for using ICT and argues for a more measured and adaptive policy and practice. The introduction of the ICT into schools in EnglandA feature of the attempt to introduce ICT into schools in England has been the consistent and proactive championing of technology by successive governments (see for example Buckingham, 2007;Twining, 2002;Wellington, 2005).The first 'Computers in the Curriculum Project' was set up in 1973 and was followed by initiatives such as the 1981 'Micros in Schools' scheme; the Microelectronics Education Programme (MEP), (1980 until 1986) and the broader Technical and Vocational Initiative (TVEI). Interactive video was promoted in the 1980s alongside Neris, a teacher resource database available on line. Initiatives in the 1990s included support for the use of Integrated Learning Systems (ILS); multimedia laptops for teachers and the Education Department's Superhighways Initiative (1996 -98). The focus on new technology was strengthened by new Labour Governments (1997Governments ( -2010 (Selwyn, 2008). A National Grid for Learning (NGFL), in its first phase , provided funds for hardware, software and Internet connectivity and this was followed by a raft of further projects and funding schemes. Technology initiative (DfES, 2005) which outlined the case for ICT in teaching and learning and set broad targets in order to reach 'e-maturity'. During all phases of the introduction of ICT, government agencies have been created to mediate between policy and schools: MESU, NCET and Becta, respectively. However much of the proactive support and direction concerning the use of new technology has been reduced by an incoming (2010) coalition government: Becta has been shut down and a more laissez faire approach to educational policy, at least in respect to technology, has been offered, even if ministers have at times continued to make pronouncements in ...

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Section: Discussionmentioning

confidence: 99%

Introducing ICT in schools in England: Rationale and consequences

Hammond¹

2013

Brit J Educational Tech

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“…'Logo' is the name for a philosophy of education and for a continually evolving family of computer languages that aid its realisation (Abelson, 1980, p.1). Specifically designed for and dedicated to education, Logo was initially developed during the post-Sputnik era of reforms in US education as an alternative to the prevailing technocentric and behaviourist notions of computer-aided instruction (Agalianos, Noss and Whitty, 2001;Johnstone, 2003). This paper focuses on the social processes involved in the production and evolution of Logo.…”

Section: Introductionmentioning

confidence: 99%

The Social Shaping of Logo

2006

Self Cite

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Logo" is the name for a philosophy of education and for a continually evolving family of computer languages that aid its realization. Developed in the US in the late 1960s, it became the material embodiment of a radical educational philosophy and a potential vehicle for the transformation of education. In the early 1980s, Logo was introduced into mainstream education in both the US and the UK. Within an increasingly conservative social and political context with different education policy priorities, Logo was gradually stripped of its radical potential, marginalized and, where it survived, remoulded as harmless to the mainstream educational system. This paper draws on empirical research which explored the evolution of Logo between the late 1960s and the late 1990s. The paper focuses on the social processes involved in the initial development and evolution of Logo. It shows that these processes were heavily contested. It demonstrates that Logo was the product of complex social, technical, political and economic decisions, and the product of negotiation shaped by the concerns of the social players involved. It shows that the evolution of Logo was not linear or even primarily technical. Rather, that it was a seamless web in which the technical was interwoven with the social, economic and political in ways that illustrate the dialectical interaction between historical contingency and the intentions and aspirations of individuals and communities.

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“…It is an instructional technology as the theory and practices of design, development, utilization, management, and evaluation of processes and resources for learning [13], [21]. Educational technology thus refers to the use of ICT (both physical hardware and educational theoretic vis software), which encompasses various domains, including learning theory, computer-based learning process, and other technologies.…”

Section: International Journal Of Information and Educationmentioning

confidence: 99%

“…ICT is supporting education industry to empower learners' skill capability to interests using the information technology via the Internet [9], [11] For example, Web 2.0 tools and teaching students' facility to use them in the school is vitally important to give access various ways of educational access that they can make choices and create an online presence through content creation [13]. Such technological facilities play tremendous roles on students" educational and behavioral matters that allowing them to create and publish content and also respond to the content creation of others.…”

Section: A Ict and Collaborative Learning Facilitiesmentioning

confidence: 99%

The Paradigm Role of ICT for Behavioral and Educational Psychology: The Case of Developing Countries

Gebremeskel¹,

Kebede²,

Chai³

2016

IJIET

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Abstract-The purpose of this paper is to investigate the paradigm role of ICT for education as the case of learners and educator's behavioral and educational psychology's perspectives. I.e., ICT based education is an essential for new emerging information and then after knowledge societies, facilitating large-scale learning needs for social and economic development. The paper focused on ICT's applications and roles in education and the ICT's based learning process, competency, efficient use of a resource, developing innovative and novel ideas … that could change and advance the learning environment and teaching practices. Since, evolution of the information society entails dramatic changes in production and business activities, as well as in a larger social context as digitized information or electronic networks, and also to understand in the broader context where bits, networks and knowledge have a social meaning. In general, the use of ICT in developing countries has many problems, and in this paper, we investigated some generic and pertinent issues on their educational systems and ICT involvements, which have aimed strongly at supporting the implementation of ICT in pedagogical practices at all institutional levels.Index Terms-Behavioral psychology, education, ICT, learning process, modern system. I. INTRODUCTIONInformation Communication Technology (ICT) could be termed as educational technology in education industry. Semantically, it is the study and also ethical practice of facilitating, learning and improving performance by creating, using and managing appropriate technological processes and resources. Therefore, ICT for behavioral and educational psychology is simply referred to the use of modern technology, such as computers, digital technology, networked digital devices and associated software and courseware with learning scenarios, worksheets and Educational technology is an engine for development; resources use optimization and facilities, access and safety, and also future educational strategic plan. Thus, it is vitally important to learners and/or educators anytime and anywhere, business and other settings. The technology encompasses both educational and developmental material objects, such as machines and networking hardware, as well as theories such as instructional theory and learning facilities. ICT for education is an integral part of societies" everyday life, which refers to an array of tools and the principles for their effective application in learning process and facilities [3]. ICT for behavioral and educational psychology is therefore, methodologies and techniques, and skills assessment for learners and educators in their learning provider institutions towards its impacts. ICT as the paradigm of educational and behavioral psychology is a dynamic and multi-factor aspect, including, Internet-based learning and instructional and learning theory, media perception and human social interactions, fields of study that apply human behavior to educational technology [4], [5].However, there is a dis...

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Logo in Mainstream Schools: The struggle over the soul of an educational innovation

Cited by 37 publications

References 6 publications

Introducing ICT in schools in England: Rationale and consequences

Introducing ICT in schools in England: Rationale and consequences

The Social Shaping of Logo

The Paradigm Role of ICT for Behavioral and Educational Psychology: The Case of Developing Countries

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