Educational Technology and School Organi
Educational Technology and School Organization David Cohen 1988
It’s all the same story. Cheap books Dalton Plan, Winnetka Plan Educational television Computer-aided instruction Microcomputers
-> Yes, but none of those reflected a media shift in how the country did culture…
Why don’t schools use technology in ways that capitalize on their efficiency? ** Commonly prepared as complete educational packages (don’t take advantage of the medium)** ** The medium is flexible, can be adapted to business as usual** ex: Teachers teach results of inquiry-oriented lessons as fixed truth ex: educational tv “TV seems to be an ancillary means of extending a conventional pedagogy.” (So with MOOCs) ** Implementation did not take into account needs or experiences of users** ex: educational tv. “innovators attended more to the new technology and its possibilities than to the organization of instruction in which the technology would be used.” (237) change happens, but is superficial
“the social organization of education is an important influence on technology use.” (238)
“technology that permits [student] autonomy presents difficulties for educational institutions that make student discipline a central educational mission.” (238)
Institutional self-preservation is one reason for not pursuing change. For example, educational television might raise questions about the value of classrooms and teachers; universities have a vested interest in preserving both. (239) ex: Cliff’s notes has made traditional English teaching untenable.
“The dominant view, at least in America, is to regard technology as a powerful independent force for organizational change.” (240)
technology does not drive change, but opens up opportunity for change. (241)
**254-256 Instructional barriers to more alive pedagogy. ** students find it difficult to accept that knowledge entails risky, exhausting for teachers need to build culture—“sharing authority is difficult for many students and teachers” (256)
256- Historical, social barriers to more alive pedagogy epistemology: knowledge is facts, teaching is telling, learning is collecting. knowledge production is not part of the core identity of most schools. (259)
261 Ed Tech reform as missionaries, crusaders.
So for those of us hopeful that it can be different this time, Look for who is not being well-served. Not for instrumental uses.