Technology and Urban, Elementary School Reform
Linda Espinosa, Dale Musser, James M. Laffey, University of Missouri-Columbia, United States
EdMedia + Innovate Learning, in Seattle, WA USA ISBN 978-1-880094-35-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
The Panel on Educational Technology of the President's Committee of Advisors on Science and Technology (PCAST) summarized its findings about the state of technology in K-12 education as follows: "During a period in which technology has fundamentally transformed America's offices, factories, and retail establishments, however, its impact within our nation's classrooms has generally been quite modest." (PCAST, 1997 p. 6) When measured against the promise of educational technology the use and impact of technology in schools is small, and even less so in elementary schools. PCAST recognized the potential of technology to support fundamental changes in pedagogic models moving toward a more "contructivist" paradigm. In reality, however, computers are used primarily for learning about computers (keyboarding) and software applications (word processing, databases, and spreadsheets). In elementary schools computers are primarily used for practicing isolated basic skills and for playing educational games.
Espinosa, L., Musser, D. & Laffey, J.M. (1999). Technology and Urban, Elementary School Reform. In B. Collis & R. Oliver (Eds.), Proceedings of ED-MEDIA 1999--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1336-1337). Seattle, WA USA: Association for the Advancement of Computing in Education (AACE).
© 1999 Association for the Advancement of Computing in Education (AACE)