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High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox
ARTICLE

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American Educational Research Journal Volume 38, Number 4, ISSN 0002-8312

Abstract

Examined assumptions about access to technology and use by teachers in two high schools in California's Silicon Valley. Observations and interviews with 21 teachers and 26 students show that access to equipment and software seldom led to widespread teacher use and student use. When teachers did use technology, they were likely to sustain, rather than change, existing patterns of teaching practice. (SLD)

Citation

Cuban, L., Kirkpatrick, H. & Peck, C. (2001). High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox. American Educational Research Journal, 38(4), 813. Retrieved November 12, 2019 from .

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