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Contradictions in technology use: S...

Hartzell, Fena M.

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Contradictions in technology use: Stories from a model school.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Contradictions in technology use: Stories from a model school./
作者:	Hartzell, Fena M.
面頁冊數:	272 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-09, Section: A, page: 3453.
Contained By:	Dissertation Abstracts International61-09A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9987339
ISBN:	0599944560

Contradictions in technology use: Stories from a model school.
Hartzell, Fena M.

Contradictions in technology use: Stories from a model school. - 272 p.

Source: Dissertation Abstracts International, Volume: 61-09, Section: A, page: 3453.

Thesis (Ed.D.)--Oklahoma State University, 2000.

Scope and method of study. A qualitative case study of technology use in an environment enriched by technology, viewed as essential in preparing students for jobs and successful living in the 21 st century. Interviews and observations were conducted at a small, rural school, half of whose population is Native American. This critical postmodern/poststructural investigation examines how meanings teachers and students construct regarding technology use are influenced by the prevailing discourses operating in their local school, the broader educational community, and society at large.

ISBN: 0599944560Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Contradictions in technology use: Stories from a model school.
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245 1 0 $a Contradictions in technology use: Stories from a model school.
300 $a 272 p.
500 $a Source: Dissertation Abstracts International, Volume: 61-09, Section: A, page: 3453.
500 $a Adviser: Pamela J. Bettis.
502 $a Thesis (Ed.D.)--Oklahoma State University, 2000.
520 $a Scope and method of study. A qualitative case study of technology use in an environment enriched by technology, viewed as essential in preparing students for jobs and successful living in the 21 st century. Interviews and observations were conducted at a small, rural school, half of whose population is Native American. This critical postmodern/poststructural investigation examines how meanings teachers and students construct regarding technology use are influenced by the prevailing discourses operating in their local school, the broader educational community, and society at large.
520 $a Findings and conclusions. Historical, political, economic and cultural circumstances interacted at High Plains to help create its high profile as a model school of "leaders in educational technology." Because experience with technology was considered such a valuable asset, it conferred a sort of power that appeared to carry over into students' conduct, academic performance and career goals. However, despite intentions for equity, societal patterns continued to lead to discrepancies in use by some students, including females and Native Americans. Stated goals emphasized the need for students to use technology to process and evaluate information. However, much use was merely accessing information through the Internet. Such use related to the nature of teaching and bureaucracy of schools; it maintained respect for the role of teacher and did not threaten the schools' hierarchy of authority or its transmission of the norms and values of the dominant society. Like students, teachers come to understand the world and themselves through expectations conveyed through language and social practices. At High Plains these social practices included public recognition of users of technology, marginalization of dissenters, as well as decisions about purchasing, hiring, providing technical support and a technology curriculum for teachers. Conducting research on the use of computer technology in schools from a critical postmodern/poststructural perspective in effect enlarges and redefines educational technology from a hardware/software or implementation issue. Use of educational technology is a manifestation of a way of thinking---a manifestation of certain values and assumptions about the nature of knowledge, the nature of learning and the learner, and the purposes of education. Therefore, I maintain High Plains exhibits a "compulsory enthusiasm" for educational technology.
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791 $a Ed.D.
792 $a 2000
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9987339