Educational transformation: Is it, like 'beauty', in the eye of the beholder, or will we know it when we see it?

Education and Information Technologies

Volumn 11, Issue 3-4, 2006, Pages 293-303

  Fisher, Tony ^a  

^a UNIVERSITY OF NOTTINGHAM   (United Kingdom)

Author keywords

Activity theory; Interactive whiteboards; Teachers; Technological determinism; Transformation

Indexed keywords

EID: 33751018283     PISSN: 13602357     EISSN: 15737608     Source Type: Journal    
DOI: 10.1007/s10639-006-9009-1     Document Type: Conference Paper

References (52)

1. Apple, M. (1992). Is the new technology part of the solution or part of the problem in education? In J. Beynon & H. Mackay (Eds.), Technological literacy and the curriculum (pp. 105-124). London: Falmer.
2. Apple, M. W., & Jungck, S (1992). You don't have to be a teacher to teach this unit: Teaching, technology and control in the classroom. In A. Hargreaves & M. G. Fullan (Eds.), Understanding teacher development (pp. 20-42). London: Cassell.
3. Baron, G. L., & Harrari, M. (2005). ICT in French primary education, twenty years later: Infusion or transformation. Education and Information Technologies, 10(3), 147-156.
4. Becta (2001). Joining up local government: The role of education in the local authority ICT strategy. Coventry: Becta.
5. Beynon, J., & Mackay, H. (Eds.) (1992). Technological literacy and the curriculum. London: Palmer.
6. Beynon, J., & Mackay, H., (Eds.) (1993). Computers into classrooms: More questions than answers. London: The Palmer Press.
7. Bromley, H. (1997). The social chicken and the technological egg: Educational computing and the technology society divide. Educational Theory, 47(1), 51-65.
8. Bromley, H., & Apple, M. W. (Eds.) (1998). Education/technology/ power: Educational computing as a social practice. Frontiers in Education. Albany: Slate University of New York Press.
9. Castells, M. (2001). Information technology and global capitalism. In W. Hutton & A. Giddens (Eds.), On the edge: Living with global capitalism (pp. 52-74). London: Vintage.
10. Cuban, L. (2001). Oversold and underused: Computers in classrooms. Retrieved April 26, 2003 from http://www.hup.harvard.edu/pdf/CUBOVE.pdf.
11. Davydov, V. V. (1999). The content and unsolved problems of activity theory. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 39-52). Cambridge: Cambridge University Press.
12. DfEE (1998). Circular 4/98 'Teaching: High status, high standards'. London: DfEE.
13. DfES (2002). Transforming the way we learn: A vision for the future of ICT in schools. London: DfES.
14. DfES (2003). Fulfilling the potential: Transforming teaching and learning through ICT in schools. London: DfES.
15. DfES (2005). Harnessing the potential: Transforming learning and children's services. London: DfES.
16. Engeström, Y. (1999). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 19-38). Cambridge: Cambridge University Press.
17. Engeström, Y., Engeström, R., & Suntio, A. (2002). Can a school community learn to master its own future? An activity-theoretical study of expansive learning among middle school teachers. In G. Wells & G. Claxton (Eds.), Learning for life in the 21st century: Sociocultural perspectives on the future of education (pp. 211-224). Oxford: Blackwell.
18. Esteve, J. M. (2000). The transformation of the teachers' role at the end of the twentieth century: New challenges for the future. Educational Review, 52(2), 197-207.
19. Garson, G. D. (2000). Social dimensions of information technology: Issues for the new millennium. Hershey, Pennsylvania: Idea Group Publishing.
20. Gleick, J. (1999). Faster: The acceleration of just about everything. London: Abacus.
21. Goodson, I. F. E. (1991). Curriculum and context in the use of computers for classroom learning. Toronto, Ontario: Ontario Dept. of Education.
22. Goodson, I. F., Knobel, M., Lankshear, C., & Mangan, J. M. (2002). Cyber spaces/social spaces: Culture clash in computerized classrooms. New York: Palgrave Macmillan.
23. Greiffenhagen, C. (2002). Out of the office and into the school: Interactive whiteboards for education. Oxford: University of Oxford Programming Research Group.
24. Hargreaves, A. (1994). Changing teachers, changing times: Teachers ' work and culture in the postmodern age. London: Cassell.
25. Hargreaves, A. (2003a). Teaching in the knowledge society: Education in the age of insecurity. Maidenhead: Open University Press.
26. Hargreaves, D. (2003b). From improvement to transformation (Keynote lecture). International congress for schooling and school improvement: Schooling the knowledge society. Sydney, Australia.
27. Harrison, C., Fisher, T., Haw, K., Lewin, C., Lunzer, E., Mavers, D., et al. (2002). ImpaCT2: The impact of information and communication technologies on pupils' learning and attainment. Coventry: DfES/Becta.
28. Held, D., & McGrew, A. (undated). The Polity global transformations text-site. Retrieved June 13, 2006 from http://www.polity.co.uk/global/summary. htm#conclusion.
29. Held, D., McGrew, A., Goldblatt, D., & Perraton, J. (1999). Global transformation: Politics, economics and culture. Cambridge: Polity.
30. Kezar, A., & Eckel, P. (2002). Examining the institutional transformation process: The importance of sensemaking, interrelated strategies, and balance. Research in Higher Education, 43(3), 295-328.
31. Kling, R. (1999). What is social informatics and why does it matter? D-Lib Magazine, 5(1).
32. Kling, R. (2000). Learning about information technologies and social change: The contribution of social informatics. The Information Society, 16, 217-232.
33. Lankshear, C., & Knobel, M. (2003). New literacies: Changing knowledge and classroom learning. Buckingham: Open University Press.
34. Lyon, D. (1991). The information society: Ideology or utopia? In H. Mackay, M. Young, & J. Beynon (Eds.), Understanding technology in education (pp. 93-108). London: Falmer Press.
35. Mackay, H., Young, M., & Beynon, J. (Eds.) (1991). Understanding technology in education. London: Falmer Press.
36. MacKenzie, D., & Wajcman, J. (Eds.) (1999). The social shaping of technology. Buckingham: Open University Press.
37. Martin, W. J. (1995). The global information society. Aldershot: Aslib Gower.
38. Morrison, K. (2002). School leadership and complexity theory. London: Routledge Falmer.
39. Muffoletto, R. (2001). The need for critical theory and reflective practices in educational technology. In R. Muffoletto (Ed.), Educational technology: Critical and reflective practices (pp. 285-299). Cresskill, New Jersey: Hampton Press.
40. Muffoletto, R., & Knupfer, N. N. (Eds.) (1993). Computers in education. Media education culture technology. Cresskill, New Jersey: Hampton Press Inc.
41. Olivero, F., Sutherland, R., & John, P. (2004). Seeing is believing: Using videopapers to transform teachers' professional knowledge and practice. Cambridge Journal of Education, 34(1).
42. Richardson, T. (2004). ICT in schools: Improving but a long way to go before the technology is really effectively used. CSCS Journal, 15(3), 20-27.
43. Selwyn, N., Dawes, L., & Mercer, N. (2001). Promoting Mr. 'Chips': The construction of the teacher/ computer relationship in educational advertising. Teaching and Teacher Education, 17, 3-14.
44. Sloan, D., (Ed.) (1984). The computer in education: A critical perspective. New York: Teachers College Press.
45. Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: Boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21(2), 91-101.
46. Somekh, B. (2001). Methodological issues in identifying and describing the way knowledge is constructed with and without information and communications technology. Journal of Information Technology for Teacher Education, 10(1 & 2), 157-178.
47. Stones, E. (1992). Quality teaching: A sample of cases. London: Routledge.
48. Triggs, P., & John, P. (2004). From transaction to transformation: ICT, professional development and the formation of communities of practice. Journal of Computer Assisted Learning, 20(6), 426-439.
49. Valli, L., & Rennert-Ariev, P. (2002). New standards and assessments? Curriculum transformation in teacher education. Journal of Curriculum Studies, 34(2), 201-225.
50. Watson, D. (1997). A dichotomy of purpose: The effect on teachers of government initiatives in information technology. In D. Passey & B. Samways (Eds.), Information technology: Supporting change through teacher education. London: Chapman & Hall.
51. Webster, F., & Robins, K. (1991). The selling of the new technology. In H. Mackay, M. Young, & J. Beynon (Eds.), Understanding technology in education (pp. 66-92). London: The Falmer Press.
52. Wertsch, J. V. (1998). Mind as action. New York: Oxford University Press.