The Candy Shop Challenge: Reflections on Working with Teachers and Educational Technology
PROCEEDINGS
Stephanie Fisher, Laura Mae Lindo, York University, Canada
EdMedia + Innovate Learning, in Toronto, Canada ISBN 978-1-880094-81-5 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
As educational systems are beginning to develop and implement ICT strategies to bring K-12 public schools into the 21st century, examining teacher’s attitudes towards the use of a wide range of technology is appropriate and timely. This paper addresses the issues associated with the “Candy Shop” effect (when educators are so excited about the technology that the pedagogy, quality of student’s work, and goals of the research project become secondary to the technology) that we have experienced. First we situate our presentation by examining teacher’s use of technology in K-12 schooling in general. We then present an overview of the school community and the research goals of study from which the Candy Shop effect was observed. The four problematic observations of the Candy Shop effect will then be identified and discussed with examples from the study: We will conclude the presentation by offering ten suggestions for minimizing ‘Candy Shopping’ based upon our own critical reflection on our practices as researchers performing this work.
Citation
Fisher, S. & Lindo, L.M. (2010). The Candy Shop Challenge: Reflections on Working with Teachers and Educational Technology. In J. Herrington & C. Montgomerie (Eds.), Proceedings of ED-MEDIA 2010--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2373-2378). Toronto, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/34970/.
© 2010 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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