High Access and Low Use of Technologies in High School Classrooms: Explaining an Apparent Paradox
ARTICLE
Larry Cuban, Heather Kirkpatrick, Craig Peck
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 January 30, 2023 from https://www.learntechlib.org/p/94364/.

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