Skip to main content
SpringerLink
Log in
Book cover

Digital Expectations and Experiences in Education pp 77–96Cite as

Why is there a Wedge between the Promise of Educational Technology and the Experiences in a Technology-Rich Pioneer School?

  • Chapter

Abstract

Many initiatives relating to ICT implementation in schools are derived from a smart, cybernetic style of thinking about the future of education. However, despite major endeavours regarding ICT implementation, not much has changed in terms of core activities in school (Cuban, 2009). Larry Cuban discussed different scenarios in 1993 and concluded that ‘Computers meet classroom; classroom wins’ (Cuban, 1993).

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Amiel, T., & Reeves, T. C. (2008). Design-based research and educational technology: Rethinking technology and the research agenda. Educational Technology & Society, 11(4), 29–40.

    Google Scholar 

  • Bacharach, S. B., & Lawler, E. J. (1981). Bargaining: Power, tactics and outcomes. San Francisco, CA: Jossey-Bass Inc.

    Google Scholar 

  • Becker, H. S. (1953). The teacher in the authority system of the public school. Journal of Educational Sociology, 27(3), 128–141.

    Article  Google Scholar 

  • Brøyn, T. (2009). 10 år med PC i alle fag (10 years with PC I all subjects). Bedre Skole, 1, 38–41.

    Google Scholar 

  • Cuban, L. (1993). Computers meet classroom: Classroom wins. Teachers College Record, 95(2), 185.

    Google Scholar 

  • Cuban, L. (2009). Oversold and underused: Computers in the classroom. Boston, MA: Harvard University Press.

    Google Scholar 

  • Cuban, L. (2013). Why so many structural changes in schools and so little reform in teaching practice?. Journal of Educational Administration, 51(2), 109–125.

    Article  Google Scholar 

  • Elstad, E. (2002). Towards a model of strategic actions in the classroom: Games theory as research heuristic. Scandinavian Journal of Educational Research, 46(1), 65–82.

    Article  Google Scholar 

  • Elstad, E. (2006). The relevance of rhetoric to the study of power in communication and communicative adequacy. The International Electronic Journal for Leadership in Learning, 11(1), 1–11. Retrieved from http://iejll.journalhosting.ucalgary.ca/iejll/index.php/ijll/article/view/610/272

    Google Scholar 

  • Elstad, E. (2012). PISA debates and blame management among the Norwegian educational authorities: Press coverage and debate intensity in the newspapers. Problems of Education in the 21st Century, 48(1), 10–22.

    Google Scholar 

  • Emmer, E. T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51(3), 755–765.

    Article  Google Scholar 

  • Erstad, O. (2000). Den langsomme revolusjonen (The slow revoluation). Retrieved from http://www.ituarkiv.no/filearchive/fil_itu_rapport_11.pdf

    Google Scholar 

  • Ingersoll, R. M. (2006). Who controls teachers’ work? Power and accountability in America’s schools. Boston, MA: Harvard University Press.

    Google Scholar 

  • Ministry of Education. (2003). Kultur for læring (Culture for learning). Oslo: White paper from Ministry of Education.

    Google Scholar 

  • Ministry of Education. (2008). Læreren (The teacher). Oslo: White paper from Ministry of Education.

    Google Scholar 

  • Popper, K. R. (1976). The logic of the social sciences. In T. W. Adorno, H. Albert, R. Dahrendorf, J. Habermas, H. Pilot, & K. R. Popper (Eds.), The positivist dispute in German sociology (G. Adey & D. Frisby, Trans., pp. 87–104). London: Heinemann.

    Google Scholar 

  • Schelling, T. C. (1980). The strategy of conflict. Boston, MA: Harvard University Press.

    Google Scholar 

  • Thaler, R. H. (1988). Anomalies: The ultimatum game. The Journal of Economic Perspectives, 2(4), 195–206.

    Article  Google Scholar 

  • The Royal Swedish Academy of Sciences. (2005). Robert Aumann’s and Thomas Schelling’s contributions to game theory: Analysis of conflict and cooperation. Retrieved from http://www.nobel.se

Download references

Authors
  1. Eyvind Elstad
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Oslo, Norway

    Eyvind Elstad

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Elstad, E. (2016). Why is there a Wedge between the Promise of Educational Technology and the Experiences in a Technology-Rich Pioneer School?. In: Elstad, E. (eds) Digital Expectations and Experiences in Education. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-648-4_5

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-648-4_5

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-648-4

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation