Why the Computer is not Dominating Schools: a failure of policy or a failure of practice?

Selwyn, Neil

doi:10.1080/0305764990290106

Cited by 47 publications

(34 citation statements)

References 39 publications

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“…This entails that the social practice of literacy skills becomes the focus, rather than merely conventional reading and writing skills. Even though digital technologies offer new possibilities to accomplish tasks, the premises for this study also presuppose that the social practices of schooling have emerged through history, and these practices include certain procedures and habits with many, both explicit and implicit rules, that are not straightforwardly changed (Edwards & Mercer, 1987;Selwyn, 1999).…”

Section: Changes In Literacy Practices In Educationmentioning

confidence: 99%

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Significant Structuring Resources in the Reading Practices of a Digital Classroom

Molin

Lantz-Andersson

2016

JITE:Research

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Since reading and writing digitally demand partially different competencies, there is a change in some of the premises of related educational practices. This study aims to contribute to the knowledge of educational reading practices by scrutinizing how literacy events evolve in a digital classroom where each student has a personal digital device (1:1), iPads in this study. Our study is grounded in sociocultural theories of learning and focuses on the structuring resources utilized by students, namely the notion of multiple ongoing activities and the ways in which specific resources take precedence in shaping these activities. One class of 13-14 year-old students was studied for a week across several subjects through video-recordings and observations. The findings imply that the students moved among vast array of reading practices. However, the main structuring resource is a strong focus on task-solving and the practice of schooling, which mainly builds on principles emanating from traditional text. It is only occasionally that structuring resources that also include the opportunities associated with digital technology are utilized. This indicates the importance of further studies on how educational practices could be organized to scaffold the basis of traditional reading comprehension as well as other approaches required in digital environments.

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Section: Changes In Literacy Practices In Educationmentioning

confidence: 99%

“…Edwards & Mercer, 1987;Selwyn, 1999). The example above shows that the students adjust their actions in accordance with traditional schooling activities conducted using paper and pen.…”

Section: Antonmentioning

confidence: 99%

Significant Structuring Resources in the Reading Practices of a Digital Classroom

Molin

Lantz-Andersson

2016

JITE:Research

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“…In other words, it must recognise that mobile phone use is as much integral to the 'social machinery' (Farmer 2004) as any other human undertakings (Bromley 1997, 53), and that it is part of and influenced by the structural forces that are usually ethnographically invisible (Selwyn 1999;Farmer 2004). The sociotechnological approach is thus based on the assumption that mobile phones are not 'a set of neutral, benign, and homogenous artefacts' (Selwyn 2007, 36).…”

Section: Introductionmentioning

confidence: 99%

“…That being the case, a more progressive analysis of teens and mobile phones must highlight both adults' and adolescents' roles in the negotiation of various rules regarding mobile phone access and use under home and school conditions (Selwyn 2011a), and take into consideration broader sociological factors in China that shape the sub-contexts of schools within which mobile phones are adopted and used (Selwyn 1999). In other words, it must recognise that mobile phone use is as much integral to the 'social machinery' (Farmer 2004) as any other human undertakings (Bromley 1997, 53), and that it is part of and influenced by the structural forces that are usually ethnographically invisible (Selwyn 1999;Farmer 2004).…”

Section: Introductionmentioning

confidence: 99%

Mobile phones as life and thought companions

Xiao¹

2017

Preprint

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According to adults who ban adolescent interactions with mobile phones in Chinese high schools, students 'addicted' to mobile phones lack will power and schools without a restrictive policy on mobile phone use among students on campus are 'poor' in quality.Upon analysis of data from 45 semi-structured interviews with secondyear high school students from urban, rural, and Tibetan regions of China, this study finds that the consequences of mobile phone use are not always pre-determined. Teens do not merely use their phones to connect; they also treat them as 'life' and 'thought' companions, which they invest with feelings and thoughts that animate life experiences and catalyse healthy development. The wholesale ban on mobile phone use in school is destined to fail and risks blinding parents and educators to potential benefits the technology has to offer, for it overlooks the value of mobile phones as objects of 'passion' and 'reason', ignores the opportunity to engage with teens who make visible online the problems they struggle with offline, and disregards the need for empathic imagination.

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“…Finally, some of the literature has taken a wider view on the use of ICT such as conflicting pressures upon the school timetable (Harrison et al, 2002;Lawson & Comber, 1999); the nature of curriculum subjects (Cuban 1993;Goodson & Mangan, 1995;Harrison et al, 2002;Leach & Moon, 2000); curriculum objectives (Kennewell et al, 2000;Moseley et al, 1999); LEA support (Hoffman, 1996) and policy confusion (Selwyn 1999).…”

Section: Introductionmentioning

confidence: 99%

'Fitting it in': A study exploring ICT use in a UK primary school

Cartwright

Hammond

2007

AJET

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This paper presents a case study of a primary school which was seen as using ICT effectively to support teaching and learning. Research was carried out over two years (2003)(2004)(2005) and included observation of lessons, document analysis, interviews, and questionnaires with staff at the school. It was found that 'fitting ICT in', rather than 'effective use of ICT', provided a more accurate description of the complex decisions and actions that were made regarding ICT use in the school. Using a grounded theory framework the paper describes the causal conditions; the contextual conditions; the intervening conditions and the consequences for staff and pupils associated with 'fitting ICT in'. The study argues for an approach to research which seeks to develop collaboration and understanding between researchers and practitioners.

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Why the Computer is not Dominating Schools: a failure of policy or a failure of practice?

Cited by 47 publications

References 39 publications

Significant Structuring Resources in the Reading Practices of a Digital Classroom

Significant Structuring Resources in the Reading Practices of a Digital Classroom

Mobile phones as life and thought companions

'Fitting it in': A study exploring ICT use in a UK primary school

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