Digital expectations and experiences in education

Digital expectations and experiences in education / edited by Eyvind Elstad.

For more than three decades, researchers, policy makers and educationalists have all harboured great expectations towards the use of technology in schools. This belief has received a hard knock after an OECD 2015 report has shown that computers do not improve pupil results: Investing heavily in scho...

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Bibliographic Details
Other Authors: Elstad, Eyvind (Editor)
Format: eBook
Language:English
Published: Rotterdam : SensePublishers, 2016.
Subjects:
Educational technology.
Educational technology > Evaluation.
Education > Data processing.
EDUCATION > Administration > General.
EDUCATION > Organizations & Institutions.
Education > Data processing
Educational technology
Educational technology > Evaluation
Online Access:Click for online access
Table of Contents:
  • TABLE OF CONTENTS; INTRODUCTION; Dissenting Opinions on Technology Use in Schools; NOTE; REFERENCES; PART I: EDUCATIONAL TECHNOLOGY BEYOND LEARNING; 1. EDUCATIONAL TECHNOLOGY
  • EXPECTATIONS AND EXPERIENCES: An Introductory Overview; THE PURPOSE; TECHNOLOGY-DRIVEN PROCESS OF CHANGE; THE SCHOOL IN THE DIGITAL AGE; MASTERING TECHNOLOGY IN KNOWLEDGE- AND SERVICE-BASED ECONOMIES; A NEVER ENDING STORY: THE GULF BETWEEN THE WORLD OF YOUTH AND THE WORLD OF THE SCHOOL; PREPARING 21ST-CENTURY PUPILS FOR A GLOBAL SOCIETY; GENDERED DIFFERENCES IN PUPILS' ATTAINMENT.
  • CAPITALISING ON STUDENTS' DIGITAL STRENGTHS AND COMPENSATING FOR DESIRED CAPABILITIESPROMOTION OF LEARNING BY INFORMATION AND COMMUNICATION TECHNOLOGIES; SCHOOL SYSTEMS' NEED FOR A BETTER RESPONSE TO A CHANGING WORLD; DREAMS OF A FULLY DIGITALISED SCHOOL; FOUR VISIONS; EDUCATIONAL TECHNOLOGY AND THEORETICAL PERSPECTIVES; Behaviourist View of Knowing and Educational Technology; Cognitive View of Knowing and Educational Technology; Time Discounting and Egonomics; Game Theory as a Theoretical Lens; Sociocultural View of Knowing and Educational Technology; LEARNING IN THE 21ST CENTURY; NOTES.
  • The Case for Separation and Disconnection: The School as SanctuaryICT, the School and Society; CONCLUDINGS: ICT, GOOD OR BAD?; NOTES; REFERENCES; ABOUT THE AUTHOR; PART II: EDUCATIONAL TECHNOLOGY IN SCHOOLS; 3. EDUCATIONAL TECHNOLOGY IN SCHOOLS: Policymaking and Policy Enactment; INTRODUCTION; CHANGING POLICYMAKING IN NORWAY; 1995-2001: PUPIL-FOCUSSED PEDAGOGY AND COMMUNICATION-TECHNOLOGY INITIATIVES; After 2001; NATIONAL EDUCATION POLICY: A DRUNKEN WALK; LOCAL EDUCATION POLICYMAKING IN NORWAY; NOTES; REFERENCES; ABOUT THE AUTHOR.
  • 4. WHAT EXPLAINS PUPILS' PERCEIVED MOTIVATIONAL CONFLICT BETWEEN ACADEMIC WORK AND OFF-TASK BEHAVIOUR IN TECHNOLOGY-RICH CLASSROOMS?INTRODUCTION; THEORETICAL FRAMEWORK; Ego Depletion; Hypotheses; METHODS; Research Strategy; Sample; Instrument; Procedure; Data Analysis; RESULTS; Discussion; The School's Design of Institutional Features; Pupils' Self-Regulation Strategies: Egonomics; Limitations and Need for Further Research; REFERENCES; ABOUT THE AUTHORS; 5. WHY IS THERE A WEDGE BETWEEN THE PROMISE OF EDUCATIONAL TECHNOLOGY AND THE EXPERIENCES IN A TECHNOLOGY-RICH PIONEER SCHOOL?; INTRODUCTION.

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