Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6834650 | Computers & Education | 2018 | 51 Pages |
Abstract
This qualitative study takes a holistic approach to the effects of one-to-one computing initiatives on teachers in elementary and middle schools. Participants (Nâ¯=â¯14) were asked about the entirety of their teaching (before, during, and after lessons). There are two major findings. First, a shift to learner-centered teaching is evident in one-to-one lessons, but the practice is bounded by existing classroom practices. Second, the realization of the benefits of learner-centered approach did not lead teachers to adopt it in other lessons. The findings suggest that a technology-driven approach to teaching does not result in meaningful change.
Keywords
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Arnon Hershkovitz, Orly Karni,