The introduction of computers into a school

Bliss, Julie; Chandra, Peter; Cox, Margaret

doi:10.1016/0360-1315(86)90051-5

Cited by 24 publications

(7 citation statements)

References 9 publications

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“…Other researchers have concluded that most teachers refuse to admit technology into their practice or co-opt it to reinforce teacher-centered instruction (Cohen, 1988b;Cuban, 1986). Some studies conclude that rather than technology driving beliefs, existing beliefs seem to determine whether and how teachers will use technology (Bliss, Chandra, & Cox, 1986;Harvey, Kell & Drexler, 1990;Honey & Moeller, 1990).…”

Section: Technology As a Catalyst For Student Empowermentmentioning

confidence: 97%

Technology and educational empowerment: Students' perspectives

Saye

1997

ETR&D

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Section: Technology As a Catalyst For Student Empowermentmentioning

confidence: 97%

Technology and educational empowerment: Students' perspectives

Saye

1997

ETR&D

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“…Importantly, Fullan goes on to state that continued implementation critically depends upon early success. Similar messages can be read in the accounts by Bliss et al (1986;. In their ethnographic study of two primary classrooms, Blease & Cohen (1990) explored some of the issues encountered by two non-specialist teachers in introducing IT into their practices over the course of a year.…”

Section: Revisiting the Researchmentioning

confidence: 88%

Working for Independence by Working Together: a case study of an information technology consultancy with a secondary mathematics department

Jared¹

1995

Journal of Information Technology for Teacher Education

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“…This survey was part of a case-study conducted by the author to investigate the implementation of computers in a comprehensive school (Bliss, Chandra and Cox, 1986). This entailed looking into the decision-making processes of the school and the views and opinions of teachers with respect to the use or non-use of computers in their teaching and the factors affecting their decisions.…”

Section: The Surveymentioning

confidence: 99%

How do Teachers View Their Teaching and the Use of Teaching Resources?

Chandra

1987

Brit J Educational Tech

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Appendix 11. Communication questionnaire 1 . The students' answers were based mainly on yes or no. 2. The students are learning by selecting one of the four responses available. 3. The computer develops the ability to identify and apply skills necessary in problemsolving. 4. The students are unable to cheat the computer during the learning process. 5. The way in which the student communicates with the computer promotes his intellectual curiosity. 6. The learning process by computers allows comprehension of the subject matter. 7. The computer helps to develop logical thought processes. 8. Learning by computers develops the writing skills. AbstractThis paper looks briefly at teachers' views and opinions of their use of various teaching methods and teaching resources. The study was limited to a single secondary school where a questionnaire was given to a small sample of 15 teachers in four departments. What was found was that in the Ideal World (where everything that was needed was available), the reasons given for various teaching methods used were mainly pupil dominated, but when it came to the actual methods being used, the reasons were mainly personal constraints of the teacher or organizational constraints. This dichotomy widened from the humanities field to the sciences field. With respect to the resources used, it could be hypothesised that most teachers felt they were not prepared to use new types of resources especially if they entailed acquiring new technical skills, more preparation, and a change of roles played by the teacher.

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The introduction of computers into a school

Cited by 24 publications

References 9 publications

Technology and educational empowerment: Students' perspectives

Technology and educational empowerment: Students' perspectives

Working for Independence by Working Together: a case study of an information technology consultancy with a secondary mathematics department

How do Teachers View Their Teaching and the Use of Teaching Resources?

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