Beynon, Meurig (2007) Computing technology for learning - in need of a radical new conception. In: Conference on Technology and Change in Educational Practice, London Knowledge Lab, Inst Educ, London, ENGLAND, OCT, 2005. Published in: EDUCATIONAL TECHNOLOGY & SOCIETY, 10 (1). pp. 94-106.

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Abstract

Many have had high expectations for the impact of computer-based technology on educational practice. By and large, these expectations have not been realised. It has become evident that innovative technology alone does not necessarily guarantee progress-nor perhaps even significant change-in educational practice. This has led educational researchers to place greater emphasis on cultural issues that could account for the unexpectedly limited influence of technology-enhanced learning. This perception of the relationship between technology and learning is elaborated in the first section of the paper. It is complemented by a review of an alternative conception of computing, rooted in a methodology for modelling with dependency directed at the development of construals rather than programs, that is far better aligned to the demands of developing environments for learning. The paper concludes with a discussion of the potential implications of this approach.

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Item Type:	Conference Item (UNSPECIFIED)
Subjects:	L Education
Journal or Publication Title:	EDUCATIONAL TECHNOLOGY & SOCIETY
Publisher:	IEEE COMPUTER SOC, LEARNING TECHNOLOGY TASK FORCE
ISSN:	1436-4522
Date:	2007
Volume:	10
Number:	1
Number of Pages:	13
Page Range:	pp. 94-106
Publication Status:	Published
Title of Event:	Conference on Technology and Change in Educational Practice
Location of Event:	London Knowledge Lab, Inst Educ, London, ENGLAND
Date(s) of Event:	OCT, 2005
URI:	http://wrap.warwick.ac.uk/id/eprint/32320

Data sourced from Thomson Reuters' Web of Knowledge

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