| Title: |
Creating Scalable and Systemic Technology Innovations for Urban Education. |
| Language: |
English |
| Authors: |
Fishman, Barry; Soloway, Elliot; Krajcik, Joseph |
| Peer Reviewed: |
N |
| Page Count: |
25 |
| Publication Date: |
2001 |
| Sponsoring Agency: |
National Science Foundation, Washington, DC.; Kellogg Foundation, Battle Creek, MI.; Joyce Foundation, Chicago, IL. |
| Contract Number: |
REC-9720383; REC-9725927; REC-9876150; ESR-9453665 |
| Document Type: |
Reports - Evaluative; Speeches/Meeting Papers |
| Descriptors: |
Computer Assisted Instruction; Computer Uses in Education; Educational Development; Educational Research; Educational Technology; Elementary Secondary Education; Instructional Design; Instructional Innovation; Instructional Materials; Material Development; Urban Education |
| Geographic Terms: |
U.S.; Michigan |
| Abstract: |
The past decade has seen great strides in the design of new learning technologies that support learning aligned with standards-based constructivist and inquiry teaching practices. Though there is considerable evidence that these technologies can help students learn when used appropriately, they are rarely employed beyond the small-scale settings in which they were designed and nurtured. Therefore, they have had only limited impact on K-12 education. This paper argues that a major reason current learning technologies are not being used broadly in schools is that there are incompatibilities between the demands of the innovations being introduced by the research community and the extant culture, capability, and management structures of schools. There are many plausible reasons; this paper suggests that a primary one is the nature of current research on learning technologies. The paper proposes that research on technology for learning should give expanded attention to a broad range of factors in school settings in order to better understand what is needed to bridge the demands of innovations and the realities of school culture, capabilities, and policy and management structures. As a starting point, the authors present potential areas for research in terms of the key challenges faced by teachers in trying to use inquiry-oriented technology, by educational leaders in enabling the use of inquiry-oriented technologies in schools, and by researchers attempting research in systemic school contexts. These challenges are derived from the authors' own experiences in the use of technology as a part of a large-scale urban systemic school reform project. (Contains 80 references.) (Author) |
| Notes: |
Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). |
| Journal Code: |
RIENOV2001 |
| Entry Date: |
2001 |
| Accession Number: |
ED453813 |
| Database: |
ERIC |