Social capital, empowerment and educational change: a scenario of permeation of one-to-one technology in school.
The standard model of technology diffusion argues that changing teachers' perceptions and epistemological beliefs about the value of an innovation is conducive to successful implementation. It is believed that teachers' receptiveness to technology and a re-conceptualization of its role in teaching a...
| Publicado en: | Journal of Computer Assisted Learning Vol. 26; no. 4; pp. 284 - 296 |
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| Formato: | research Journal Article |
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Wiley-Blackwell
Aug2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=105092747&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 105092747 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2010 vid: 26 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 105092747 2010726030 10.1111/j.1365-2729.2010.00350.x 105092747 ppf: 284 ppct: 12 formats: tig: atl: Social capital, empowerment and educational change: a scenario of permeation of one-to-one technology in school. aug: au: Li SC affil: Department of Education Studies, Hong Kong Baptist University, Kowloon Tong, Hong Kong sug: subj: Attitude to Change Computer-Assisted Instruction Utilization Organizational Change Technology Utilization Adult Child Computers, Hand-Held Utilization Faculty-Student Relations Focus Groups Hong Kong Human Leadership Parents Psychosocial Factors Purposive Sample Role Schools, Elementary Administration Semi-Structured Interview Teachers Psychosocial Factors Adult: 19-44 years Child: 6-12 years ab: The standard model of technology diffusion argues that changing teachers' perceptions and epistemological beliefs about the value of an innovation is conducive to successful implementation. It is believed that teachers' receptiveness to technology and a re-conceptualization of its role in teaching and learning can drive the development of new pedagogies and curricula and eventually, bring about a new learning experience. In this paper, we argued that changing teachers' conceptions does not necessarily effect change in their practices and student learning. The results of our case study indicated that the impetus for change comes from the social capital and informal social forces in the school, and that parental support, permeation of technology in student learning and teacher empowerment are pivotal to the success of the implementation. pubtype: Academic Journal doctype: research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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