Name
Title | ||
|---|---|---|
Borders of change: A holistic exploration of teaching in one-to-one computing programs. |
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 (N = 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. |
Year | DOI | Venue |
|---|---|---|
2018 | 10.1016/j.compedu.2018.06.026 | Computers & Education |
Keywords | Field | DocType |
One-to-one computing program,Learner-centered teaching,Entirety of teaching,Classroom practices | Computer science,One-to-one,Pedagogy,Qualitative research,Bounded function | Journal |
Volume | ISSN | Citations |
125 | 0360-1315 | 1 |
PageRank | References | Authors |
0.37 | 9 | 2 |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Arnon Hershkovitz | 1 | 106 | 13.39 |
| Orly Karni | 2 | 1 | 0.37 |