By Colin Lankshear, Michele Knobel, Ivor F. Goodson, J. Marshall Mangan
What occurs while a brand new social expertise is imposed at the proven social expertise of the college? This booklet offers an strange software of serious cultural research to a chain of empirical case stories of academic makes use of of data and verbal exchange applied sciences (ICTs). Drawing on examine performed over a ten-year interval in 3 diversified areas of the Anglo-American “developed” global, it examines subject matters bobbing up from the fight for the social areas and rising cyber areas of education; the function of identification tasks in academic swap; and the paradoxes which come up from those tactics. 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’s everybody working, and me helping them solve problems. And the computer is . . just presents a new series of problems to be solved by the students too. . This teacher, then, felt that the computers, as delivered, did not disrupt the culture of her classroom. By contrast, teachers in other subjects sometimes felt they had to modify their use of computers to ensure that they did not disrupt the established subculture. Harry summarized this pattern of the co-option of computers into the existing framework: culture clash in computerized classroom ❒ 27 Interviewer: If we get geography software, is that going to solve the problem of your teaching style and your classroom management, or are there going to be new problems down the road, even if there is geography software?
So it means sitting down and doing some fairly drastic revisions of ways I’ve done things in the past, to tailor it more to individuals or to small groups. In the life-history interviews we conducted, we found that participating teachers often expressed two basic philosophies: first, that they cared deeply about their students and were interested in opening up some form of novel learning experiences for them; and second, that their teaching styles derived directly from their concept of education and its intersection with their personal lifestyles.
He followed up this statement of reluctance with the admission that he just was not ready to take up computers: “I’ve had a sinking feeling that this was going to happen. I went to the first number of meetings, but it did fall off after. . And it’s, I must admit, totally fallen off right now. ” The interesting part of this first interview is how Jim, right from the beginning, struck a note of reservation—“that sinking feeling”—which could sometimes express itself as “resistance,” but might, from a whole-life perspective, be infinitely more complex.
Cyber Spaces/Social Spaces: Culture Clash in Computerized Classrooms by Colin Lankshear, Michele Knobel, Ivor F. Goodson, J. Marshall Mangan