Social capital, empowerment and educational change: a scenario of permeation of one‐to‐one technology in school

Abstract

The standard model of technology diffusion argues that changing teachers' perceptions and epistemological beliefs about the value of an innovation is conducive to successful implementation. It is believed that teachers' receptiveness to technology and a re-conceptualization of its role in teaching and learning can drive the development of new pedagogies and curricula and eventually, bring about a new learning experience. In this paper, we argued that changing teachers' conceptions does not necessarily effect change in their practices and student learning. The results of our case study indicated that the impetus for change comes from the social capital and informal social forces in the school, and that parental support, permeation of technology in student learning and teacher empowerment are pivotal to the success of the implementation.

‘The best app is the teacher’ Introducing classroom scripts in technology‐enhanced education

“…In that context, it has been stressed that more research is needed in order to investigate how teachers should act when implementing tablet devices to have a positive impact on learners' experience (Li, 2010). Empirical research that can inform teachers about how to implement tablet devices to optimize the learning effects in authentic classroom is lacking (Burden, Hopkins, Male, Martin, & Trala, 2012;Clark & Luckin, 2013;Falloon, 2014;Ifenthaler & Schweinbenz, 2013;Twining & Evans, 2005).…”

Music Teachers’ Experiences in One-to-One Computing Environments

“…The rapid expansion of these programs has caused difficulty for researchers to try to keep pace with the related phenomena to be investigated (Li, 2010) and has shown mixed results in terms of predicting student achievement based on factors of implementation (Shapley, Sheehan, Maloney, & Caranikas-Walker, 2010). For those research findings that are available, external validity is challenging because programs are often small and embedded within the culture of a particular school.…”

Understanding teacher perspectives about instructional technology from an ecology of resources framework||Understanding teacher perspectives about instructional technology from an ecology of resources framework

“…The role of formal and informal networks must also not be overlooked (Schon, 1971). Li (2010) found the use of informal networks instrumental in facilitating receptiveness to change among teachers. However, all networks must play an important role in addressing opposition and resistance to the innovation, including facilitating substantive conversations about merits of the innovation or change (Evans, 1996).…”

“…Luckin's (2010) ecology of resources framework allowed me to focus my understanding on technology use in relation to the context of teaching, while investigating teacher perspectives holistically rather than in isolation. Integrating concepts of sociocultural learning theory within this framework enabled a more nuanced understanding of social interactions among teachers as adult learners, and the complex interactions among learners, dimensions, and filters (Friedrich & Hron, 2011;Levin & Wadmany, 2008;Li, 2010;Luckin, 2010). According to Levin and Wadmany, we need more studies examining teacher use of instructional technology tools using concepts from sociocultural learning theory as a cyclical process of mediation and internalization within the teachers' context.…”

“…External supports that can provide scaffolding play a vital role in the learning process (Luckin, 2008). Li (2010) found informal networks very important in supporting teachers with instructional technology use. Zhao and Frank (2003) found the informal help and associations teachers form have as much influence on their technology use as other more frequently examined factors.…”