Critical Reflections on the Benefits of ICT in Education

Autor/in	Livingstone, Sonia
Titel	Critical Reflections on the Benefits of ICT in Education
Quelle	In: Oxford Review of Education, 38 (2012) 1, S.9-24 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2011.577938
Schlagwörter	Stellungnahme; Educational Technology; Information Technology; Evidence; Educational Policy; Academic Achievement; Educational Change; Influence of Technology; Internet; Instructional Innovation; Curriculum; Literacy; Electronic Learning; Blended Learning; Access to Computers; Home Study; Foreign Countries; Expectation; Computer Literacy; Technology Integration; United Kingdom; United States + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Informationstechnologie; Evidenz; Politics of education; Bildungspolitik; Schulleistung; Bildungsreform; Educational Innovation; Bildungsinnovation; Curricula; Lehrplan; Rahmenplan; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Expectancy; Erwartung; Computerkenntnisse; Großbritannien; USA
Abstract	In both schools and homes, information and communication technologies (ICT) are widely seen as enhancing learning, this hope fuelling their rapid diffusion and adoption throughout developed societies. But they are not yet so embedded in the social practices of everyday life as to be taken for granted, with schools proving slower to change their lesson plans than they were to fit computers in the classroom. This article examines two possible explanations--first, that convincing evidence of improved learning outcomes remains surprisingly elusive, and second, the unresolved debate over whether ICT should be conceived of as supporting delivery of a traditional or a radically different vision of pedagogy based on soft skills and new digital literacies. The difficulty in establishing traditional benefits, and the uncertainty over pursuing alternative benefits, raises fundamental questions over whether society really desires a transformed, technologically-mediated relation between teacher and learner. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10