Skip to main content
SpringerLink
Log in

Innovation in School Reform

Technology and the Impact on Curriculum and Teaching

  • Chapter
High-Need Schools

  • 187 Accesses

Abstract

This chapter addresses the important role that technology has played in school reform work over two decades in two realms: the use of technology to support the reform itself, and technological advances for curriculum and classroom instruction and the research on student achievement. The viability of such innovation in high-need, low-achieving schools is reviewed with some recommendations for technology’s reform in reform initiatives.

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

Access this chapter

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

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Advisory Council to the New York State Board of Regents Subcommittee on Low Performing Schools. (1994). Perform or perish: Recommendations of the Advisory Council to the New York State Board of Regents Subcommittee on Low Performing Schools. Albany, NY: New York State Board of Regents.

    Google Scholar 

  • Anderson, L. (circa 1980). Larry Anderson’s pages. Retrieved September 13, 2015, from http://www.portcommodore.com/dokuwiki/doku.php?id=larry:start

  • Ansolabehere, S., & Schaffner, B. (2010). Residential mobility, family structure, and the cell-only population. Public Opinion Quarterly, 74(2), 244–259.

    Article  Google Scholar 

  • Aoki, K., & Downes, E. (2003). An analysis of young propl’s use of and attitudes toward cell phones. Telematics and Informatics, 20(4), 349–364.

    Article  Google Scholar 

  • Ascher, C. (1996). Performance contracting: A forgotten experiment in school privatization. Phi Delta Kappan, 77(9), 615–629.

    Google Scholar 

  • Better Business Bureau, Greater Maryland including Western Maryland to the Eastern shore. Blue Hippo Funding, LLC. (Headquarters). (2015). Retrieved September 29, 2015, from http://www.bbb.org/greater-maryland/business-reviews/computers-dealers/bluehippo-funding-in-windsor-mill-md-23014013

  • Boyle, M. -E., & Silver, I. (2005). Poverty, partnerships, and privilege: Elite institutions and community empowerment. City & Community, 4(3), 233–253.

    Article  Google Scholar 

  • Broderbund. (1996). Where in the world is Carmen San Diego [Computer software]. Novato, CA: Broderbund.

    Google Scholar 

  • Burton, D. T. (1994). Letter written to district administration regarding support. Unpublished document.

    Google Scholar 

  • Carl, J. (1994). Parental choice as a national policy in England and the United States. Comparative Education Review, 38(3), 294–322.

    Article  Google Scholar 

  • Carpenter, L. (2010). Effective SMART Board integration: Evaluating and coaching effective SMART Board instruction for the classroom. SMARTTech.com. Retrieved May 10, 2013, from http://www.stritch.edu

    Google Scholar 

  • Cohen, D. K. (1987). Educational technology, policy, and practice. Educational Evaluation and Policy Analysis, 9(2), 153–170.

    Article  Google Scholar 

  • Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York, NY: Teachers College Press.

    Google Scholar 

  • Cuban, L. (1993). Computers meet classroom; Classroom wins. Teachers College Record, 95(2), 185–210.

    Google Scholar 

  • Cuban, L. (2015). Larry Cuban on school reform and classroom practice. Retrieved September 19, 2015, from https://larrycuban.wordpress.com/about/

    Google Scholar 

  • Cummings, L. (1995). Educational technology—A faculty resistance view. Part 1: Incentives and understanding. Educational Technology Review, 4(1995), 13–18.

    Google Scholar 

  • David, J. L. (1991). Restructuring and technology: Partners in change. Phi Delta Kappan, 73(1), 37–70 & 78–82.

    Google Scholar 

  • Edwards, B. (2015). 9 Awesome photos of school computer labs from the 1980s. PCWorld. Retrieved September 13, 2015, from http://www.pcworld.com/article/2972895/computers/9-awesome-photos-of-school-computer-labs-from-the-1980s.html#slide8

    Google Scholar 

  • Einstein, A. (n.d.). BrainyQuote.com. Retrieved September 22, 2015, from http://www.brainyquote.com/quotes/quotes/a/alberteins133991.html

  • GfK MRI. (2015, April 2). Survey of the American consumer®. New York, NY: GfK. Retrieved September 30, 2015, from https://www.gfk.com/us/news-and-events/press-room/press-releases/pages/gfk-mri-44-of-us-adults-live-in-households-with-cell-phones-but-no-landlines.aspx

  • Groff, J., & Mouza, C. (2008). A framework for addressing challenges to classroom technology use. AACE Journal, 16(1), 21–46.

    Google Scholar 

  • Harris, T. (1994). Videotape of Antigua lesson.

    Google Scholar 

  • Hempstead Public Schools. (1994). Hempstead public schools calendar 1994–1995. Hempstead, NY: Hempstead Public Schools District Printshop.

    Google Scholar 

  • Huff, M. (1994, November 13–15). Letter from the conference chair. Thresholds ’94 New York State Association for Computers & Technologies in Education. 29th Annual Conference. Long Island Marriiott Hotel & Conference Center, Uniondale, NY.

    Google Scholar 

  • Keeter, S., Kennedy, C., Clark, A., Tompson, T., & Mokrzycki, M. (2007). What’s missing in national landline RDD surveys? Public Opinion Quarterly, 71(5), 772–792.

    Article  Google Scholar 

  • Kohn, M. (1969). Class and conformity. Homewood, IL: Dorsey.

    Google Scholar 

  • Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York, NY: Crown.

    Google Scholar 

  • Kozol, J. (1992, September). Whittle and the privateers: Corporate raid on education. The Nation, 272–278.

    Google Scholar 

  • Lagarde, J., & Johnson, D. (2014). Why do I still need a library when I have one in my pocket? The teacher librarian’s role in 1:1/BYOD learning environments. Teacher Librarian, 41(5), 40–44.

    Google Scholar 

  • Lang, L., Torgesen, J., Vogel, W., Chanter, C., Lefsky, E., & Petscher, Y. (2009). Exploring the relative effectiveness of reading interventions for high school students. Journal of Research on Educational Effectiveness, 2(2), 149–175.

    Article  Google Scholar 

  • Lovell, M., & Phillips, L. (2009). Commercial software programs approved for teaching reading and writing in the primary grades: Another sobering reality. Journal of Research on Technology in Education, 42(2), 197–216.

    Article  Google Scholar 

  • Marzano, R., & Kendall, J. (Eds.). (2006). The new taxonomy of educational objectives. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • McNeese, M. (2007). Evaluation of SMART multimedia classrooms: Impact on student face-to-face participation and e-learning. SMARTTech.com. Retrieved May 10, 2013, from http://www.smartech.com/media/sitecore/en/pdf/research_library/higher_education/evaluation

    Google Scholar 

  • Munzanmaier, C., & Rubin, N. (2013). Bloom’s taxonomy: What’s old is new again. Santa Rosa, CA: The ELearning Guild Research.

    Google Scholar 

  • National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform (p. 11). Washington, DC: GPO.

    Google Scholar 

  • New York State Education Department and New York State United Teachers. (1994, December 9–11). The fourteenth annual statewide conference. Teaching and learning – Vision becoming reality. Albany, NY: The Desmond.

    Google Scholar 

  • Niederhauser, D., & Stoddart, T. (2001). Teachers’ instructional perspectives and use of educational software. Teaching and Teacher Education, 17, 15–31.

    Article  Google Scholar 

  • Papert, S. (1980). Mindstorms. New York, NY: Harper and Row.

    Google Scholar 

  • Petrides, L., & Guiney, S. (2002). Knowledge management for school leaders: An ecological framework for thinking schools. Teachers College Record, 104(8), 1702–1717.

    Article  Google Scholar 

  • Pillar, C. (1992, September). Separate realities: The creation of the technological underclass in America’s public schools. MacWorld, 9(9), 218–231.

    Google Scholar 

  • PowerSchool. (2015). Retrieved September 30, 2015, from http://www.powerschool.com/powerschool-sis/

  • Prakash, S. (2013). The role of data mining in knowledge discovery databases. International Journal of Information Technology & Computer Sciences Perspectives, 2(3), 613–618.

    Google Scholar 

  • Radlick, M. (1994). Restructuring schools: What is changing in classrooms and how does technology fit? Technology Applications Quarterly, 5(2), 7. (Office of Instruction and Program Development, The University of the State of New York/ The State Education Department.)

    Google Scholar 

  • rAVe Staff. (2013). One million interactive whiteboards sold in 2012. Chapel Hill, NC: rAVe Publications. Retrieved May 10, 2013, from http://ravepubs.com

  • Rice, J. (1897, June). The futility of the spelling grind-II. The Forum, 409–419. Retrieved September 13, 2015, from http://www.unz.org/Pub/Forum-1897jun-00409

  • Rickover, H. (1983). Like moving a graveyard. Speech given at the Annual Luncheon of the Puget Sound Chapter of National Association of Naval Technical Supervisors, Bremerton, WA.

    Google Scholar 

  • Rogers, E. (1995). Diffusion of innovations. New York, NY: The Free Press.

    Google Scholar 

  • Russell, S. (1989). Beyond drill and practice: Expanding the computer mainstream. Reston, VA: The Council for Exceptional Children.

    Google Scholar 

  • Sangani, K. (2013). BYOD to the classroom. Engineering & Technology, 8(3), 42–45.

    Article  Google Scholar 

  • SASIxp: this SIS has personality. (1996). T H E Journal (Technological Horizons in Education), 24(5), 57.

    Google Scholar 

  • School Executive’s Bulletin. (1994). Second series of the thinking curriculum set for statewide public television broadcast- Learning by design: The technology connection. Albany, NY: Office of Elementary, Middle, Secondary, and Continuing Education, The New York State Education Department.

    Google Scholar 

  • Schwartz, R., & Robinson, M. (2000). Goals 2000 and the standards movement. Brookings Papers on Education Policy, 2000, 173–206.

    Article  Google Scholar 

  • Seltzer, R. (1971). Computer-assisted instruction: What it can and cannot do. American Psychologist, 26(4), 373–377.

    Article  Google Scholar 

  • Suppes, P. (1967, February). The teacher and computer-assisted instruction. NEA Journal.

    Google Scholar 

  • The Commodore PET. (2011). Retrieved September 13, 2015, from http://www.portcommodore.com/dokuwiki/doku.php?id=larry:comp:commodore:pet:start

  • The Homework Hotline. (n.d.). Use your school’s phone as a sophisticated and versatile communications network. Retrieved September 13, 2015, from http://www.thehomeworkhotline.com/

  • Tyack, D., & Cuban, L. (1995). Tinkering toward Utopia: A century of public school reform. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • U.S. Department of Education. (1991). America 2000: An education strategy. Washington, DC: U.S. Department of Education.

    Google Scholar 

  • U.S. Department of Education. (2015). Improving basic programs operated by local educational agencies (Title I, Part A). Retrieved September 30, 2015, from http://www2.ed.gov/programs/titleiparta/index.html

  • Vaughn-Shavuo, F. (1994). Memorandum written regarding Technology Long Range Plan, unpublished document.

    Google Scholar 

  • Watkins, J. (1994). New York State Mentor Teacher-Internship Program competitive grant application note written, unpublished document.

    Google Scholar 

  • Yelland, N. (1999). Reconceptualising schooling with technology for the 21st century: Images and reflections. Information Technology in Childhood Education Annual, 1999(1), 39–59.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Ruth S. Ammon School of Education, Adelphi University, USA

    Fayth Vaughn-Shavuo

Authors
  1. Fayth Vaughn-Shavuo
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Adelphi University, USA

    Devin Thornburg

  2. Adelphi University, USA

    Anne M. Mungai

Rights and permissions

Reprints and permissions

Copyright information

© 2016 Sense Publishers

About this chapter

Cite this chapter

Vaughn-Shavuo, F. (2016). Innovation in School Reform. In: Thornburg, D., Mungai, A.M. (eds) High-Need Schools. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-705-4_2

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-705-4_2

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-705-4

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation