Policy Unplugged

Dis/Connections between Technology Policy and Practices in Canadian Schools

Nonfiction, Reference & Language, Education & Teaching, Teaching, Computers & Technology
Cover of the book Policy Unplugged by Jennifer Jenson, Chloë Brushwood Rose, Brian Lewis, MQUP
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Author: Jennifer Jenson, Chloë Brushwood Rose, Brian Lewis ISBN: 9780773578104
Publisher: MQUP Publication: August 13, 2007
Imprint: MQUP Language: English
Author: Jennifer Jenson, Chloë Brushwood Rose, Brian Lewis
ISBN: 9780773578104
Publisher: MQUP
Publication: August 13, 2007
Imprint: MQUP
Language: English

The authors conducted a two-year study on the implementation of computer technologies, including in-depth interviews and classroom observation at thirty-two elementary and secondary schools across Canada. Based on this research, Policy Unplugged explores the intersections and disconnections between provincial technology policy, school board policy, and school-based practices. The authors consider the ways in which technology policy has become "unplugged" from daily experience, showing that teachers, students, and administrators are part of complex pedagogical and social systems that have been badly served by the enforced and hasty introduction of technology. They also show how small, often unquestioned practices and power relations in schools can create seemingly insurmountable impediments to technological implementation.

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The authors conducted a two-year study on the implementation of computer technologies, including in-depth interviews and classroom observation at thirty-two elementary and secondary schools across Canada. Based on this research, Policy Unplugged explores the intersections and disconnections between provincial technology policy, school board policy, and school-based practices. The authors consider the ways in which technology policy has become "unplugged" from daily experience, showing that teachers, students, and administrators are part of complex pedagogical and social systems that have been badly served by the enforced and hasty introduction of technology. They also show how small, often unquestioned practices and power relations in schools can create seemingly insurmountable impediments to technological implementation.

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