Historical perspectives on teaching with technology in K‐12 schools

Cassidy, Margaret

doi:10.1080/15456879809367345

Cited by 8 publications

(4 citation statements)

References 2 publications

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“…In 1981, the British prime minister argued that the future prosperity was dependent on students being able to understand computers and how they could be applied (Passey, 2014). Similarly, the Educational Technology Initiative in the USA argued that the future labour market would require advanced technological competencies and that the only way of maintaining economic growth in the global knowledge economy was to introduce computers in schools (Cassidy, 1998). In this political climate, teachers were encouraged to make use of computers in order to prepare their students for the future labour market (Cassidy, 1998).…”

Section: Computer Scien Ce In School S: the Fir S T Wave Of Intere S Tmentioning

confidence: 99%

“…Similarly, the Educational Technology Initiative in the USA argued that the future labour market would require advanced technological competencies and that the only way of maintaining economic growth in the global knowledge economy was to introduce computers in schools (Cassidy, 1998). In this political climate, teachers were encouraged to make use of computers in order to prepare their students for the future labour market (Cassidy, 1998). Early justifications for this type of study of computers were based on the view that teaching the study of computers could help students' cognitive development in exercising problem‐solving techniques that were transferable to other subjects.…”

Section: Computer Science In Schools: the First Wave Of Interestmentioning

confidence: 99%

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Justifications for the study of computers on the curriculum: Neo‐vocational ideology veiled in progressive educational discourse

McGarr,

Engen

2024

Euro J of Education

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Interest in the study of computer technology in schools (often in the form of Computer Science subjects or coding initiatives) is seen to have undergone two waves of interest, one in the late 1970s/early 1980s and the other more recently since about 2010. Through a historical exploration of the rationales for the study of computer technology in schools in both the first wave and the second wave, this paper aimed to explore the various curriculum ideologies underpinning their justification. In doing so, the paper highlights the chameleon‐like nature of this change agenda in aligning with contemporary trends to advance the study of computer technology on the curriculum. The paper argues that current manifestations of the study of computer technology in schools are at odds with broader curriculum reform goals and international policies and raises questions about students' access to such knowledge.

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Section: Computer Scien Ce In School S: the Fir S T Wave Of Intere S Tmentioning

confidence: 99%

Section: Computer Science In Schools: the First Wave Of Interestmentioning

confidence: 99%

Justifications for the study of computers on the curriculum: Neo‐vocational ideology veiled in progressive educational discourse

McGarr,

Engen

2024

Euro J of Education

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“…The use of digital technologies in the field of education has gone through a major shift over the past few decades. Televisions, computers, software, scanners, digital cameras, multimedia projectors, the internet, tablets, smartphones, and smartboards are a few elements of this technology (Fu, 2013;Cassidy, 1998;Kingston, 1992). Pedagogy should be adopted by teachers according to the need of time and students' requirements.…”

Section: Digital Pedagogy and Students Learningmentioning

confidence: 99%

The Effect of Digital Pedagogy in Science Classroom as an Innovative Approach for Students Learning at Elementary Level

Ihsan

Qaisar

2021

GESR

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The paradigm shift of learning in the digital age requires teachers to adapt their classrooms in a technology-supported environment. This research study is intended to investigate the viability of digital pedagogy lessons at the elementary level. A qualitative case-study approach has been adopted to explore the effects on students learning and their attitude towards science. The 7th class of a public elementary school from District Kasur was selected. The topic of “Water" from the recommended curriculum of science was taught with an intervention. Data was collected through recorded video observations, and classroom discourse was analyzed to explore the productive potential of digital pedagogy lessons for the elementary level Science class. The research findings propose to use digital tools in the classroom for productive and quality learning specifically to enhance the quality of teaching-learning with minimal resources in developing countries that are facing critique for providing the low quality of education.

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“…Większość technologii nie jest tworzonych z myślą o szkole, dlatego zazwyczaj pojawiają się problemy z dopasowaniem ich do systemu oświaty. Chodzi przede wszystkim o kwestię czasu, treści oraz dostosowania do programu kształcenia 57 . To może stanowić przyczynę tego, że w wielu szkołach mogą być wykorzystywane sporadycznie 58 .…”

Section: Problematyzacja Wykorzystania Technologii W Edukacjiunclassified

Wybrane problemy wykorzystania technologii w edukacji w ujęciu krytyczno-historycznym

Łuszczek¹,

Szczeciński²

2018

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SELECTED ISSUES IN USING TECHNOLOGY IN EDUCATION IN CRITICAL AND HISTORICAL PERSPECTIVEHigh educational hopes were put into the appearance of each and every medium. The history of media development in the 20 th century is also the history of high educational hopes and spectacular failures. It seems that at least some major links of these processes are repeated in the development of most important technologies for transmission of information. Many scholars (e.g. Neil Selwyn from Monash University) believe that critical approach provides accurate diagnosis of failures in educational technology applications. Historical perspective, on the other hand, allows for seeing the whole of certain processes and eliminating the phenomena that are negative from the researcher's standpoint, e.g. excessive enthusiasm that accompanied the introduction of new technologies. This kind of "emotional smog" largely disappears if we accept historical perspective. Critical and historical analysis of the use of technology in education may give the opportunity for its effective use and avoiding traps into which radio, television, and the Internet fell during the 1990s.

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Historical perspectives on teaching with technology in K‐12 schools

Cited by 8 publications

References 2 publications

Justifications for the study of computers on the curriculum: Neo‐vocational ideology veiled in progressive educational discourse

Justifications for the study of computers on the curriculum: Neo‐vocational ideology veiled in progressive educational discourse

The Effect of Digital Pedagogy in Science Classroom as an Innovative Approach for Students Learning at Elementary Level

Wybrane problemy wykorzystania technologii w edukacji w ujęciu krytyczno-historycznym

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