Social Scripts in Educational Technology and Inclusiveness in Classroom Practice

Autor/inn/en	Heemskerk, Irma; Volman, Monique; ten Dam, Geert; Admiraal, Wilfried
Titel	Social Scripts in Educational Technology and Inclusiveness in Classroom Practice
Quelle	In: Teachers and Teaching: Theory and Practice, 17 (2011) 1, S.35-50 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
Schlagwörter	Scripts; Foreign Countries; Educational Technology; Minority Groups; Educational Practices; Educational Environment; Information Technology; Instructional Materials; Gender Differences; Ethnicity; Classroom Observation Techniques; Curriculum Evaluation; Individualized Instruction; Theory Practice Relationship; Netherlands + Suchen Sie Ihr Suchwort? Skript; Ausland; Unterrichtsmedien; Ethnische Minderheit; Bildungspraxis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Informationstechnologie; Lehrmaterial; Lehrmittel; Geschlechterkonflikt; Ethnizität; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Individualisierender Unterricht; Theorie-Praxis-Beziehung; Niederlande
Abstract	Educational Information and Communication Technology (ICT) can be an appropriate tool for creating flexible learning environments. ICT can contribute to flexibility through its potential to keep content up-to-date and to address personal learning needs. ICT could, thus, make learning more accessible to a wider group of students. However, doing this requires that educational tools and the ways they are used in the classroom are experienced as challenging and attractive and, most important, inclusive to the students using them. In order to support the learning of all users, differences between students should be taken into account. In four schools for secondary education in the Netherlands, the relationship between social scripts in educational tools and the inclusiveness of the use of these tools in classroom practice has been studied. Our analysis shows that educational tools indeed differ in the extent of inclusiveness for different groups of students, particularly in their instructional structure. Teachers appeared to reinforce the inclusiveness of the more inclusive tools, but, generally, did not affect the inclusiveness of the less inclusive tools. When more inclusive educational tools were used, students participated more actively--they read the texts better, they asked fewer questions and they collaborated more. This is particularly the case for girls and students from minority groups. (Contains 1 note and 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10