Free at Last? Teachers, Computers and Independent Learning
American Educational Research Association Annual Meeting,
This paper examines the notion of whether computers can provide teachers with the necessary tools to alter the constraints of the traditional classroom and allow for constructivism and independent learning. The study was carried out at Methodist Ladies' College, a girls' school in Melbourne, Australia; information was collected through teacher interviews, classroom observation, questionnaires, attendance at meetings and professional development activities and small group discussions. Independent learning was found to have a strong chance of succeeding because the generous provision of resources was matched with the demands of the expanded educational goals. Traditional structures, which appeared to inhibit innovation in its early stages, were both challenged and changed as a result of the interplay between goals and resources; however, the environment into which the innovation was introduced was often at odds with teacher attitudes. Overall, it was found that technology may have the potential to free teachers from the moment by moment demands of whole class teaching, enabling them to concentrate on challenging students and catering to students as individuals. (AEF)
McDonald, H. & Ingvarson, L. (1995). Free at Last? Teachers, Computers and Independent Learning. Presented at American Educational Research Association Annual Meeting 1995.
Cited ByView References & Citations Map
Jace Hargis, University of North Florida, United States; Kathleen Schofield, Argyle Elementary School, United States
Society for Information Technology & Teacher Education International Conference 2006 (Mar 19, 2006) pp. 1589–1596
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