Why has Computer Assisted Learning made so little impact in secondary education? Lessons from an economics and business subject case-study
This article reports the findings and draws lessons from a major twenty-year longitudinal study of computer use in economics and business studies teaching in UK secondary schools. Over the period, the level and pattern of computer use within subject lessons has changed substantially. In particular,...
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| Vydané v: | Curriculum journal (London, England) Ročník 20; číslo 2; s. 139 - 159 |
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| Hlavný autor: | |
| Médium: | Journal Article |
| Jazyk: | English |
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Routledge
01.06.2009
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| ISSN: | 0958-5176, 1469-3704 |
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| Abstract | This article reports the findings and draws lessons from a major twenty-year longitudinal study of computer use in economics and business studies teaching in UK secondary schools. Over the period, the level and pattern of computer use within subject lessons has changed substantially. In particular, there has been a progressive shift away from enquiry-based applications, associated with the Computer Assisted Learning (CAL) genre of software, in favour of generic applications. Various factors within the school and the wider educational environment have contributed to the observed changes, including teachers' continuing lack of confidence with ICT, the collapse of the educational software market and the increasingly competitive nature of schools. The result has been a virtual halving of computer use within mainstream lessons over the past decade. The article concludes that perhaps the time has arrived to take a more even-handed approach towards different learning resources and approaches. |
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| AbstractList | This article reports the findings and draws lessons from a major twenty-year longitudinal study of computer use in economics and business studies teaching in UK secondary schools. Over the period, the level and pattern of computer use within subject lessons has changed substantially. In particular, there has been a progressive shift away from enquiry-based applications, associated with the Computer Assisted Learning (CAL) genre of software, in favour of generic applications. Various factors within the school and the wider educational environment have contributed to the observed changes, including teachers' continuing lack of confidence with ICT, the collapse of the educational software market and the increasingly competitive nature of schools. The result has been a virtual halving of computer use within mainstream lessons over the past decade. The article concludes that perhaps the time has arrived to take a more even-handed approach towards different learning resources and approaches. This article reports the findings and draws lessons from a major twenty-year longitudinal study of computer use in economics and business studies teaching in UK secondary schools. Over the period, the level and pattern of computer use within subject lessons has changed substantially. In particular, there has been a progressive shift away from enquiry-based applications, associated with the Computer Assisted Learning (CAL) genre of software, in favour of generic applications. Various factors within the school and the wider educational environment have contributed to the observed changes, including teachers' continuing lack of confidence with ICT, the collapse of the educational software market and the increasingly competitive nature of schools. The result has been a virtual halving of computer use within mainstream lessons over the past decade. The article concludes that perhaps the time has arrived to take a more even-handed approach towards different learning resources and approaches. (Contains 7 tables and 2 notes.) |
| Audience | Secondary Education |
| Author | Hurd, Steve |
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| SubjectTerms | Business Education business studies Computer Assisted Instruction Computer Assisted Learning Computer Software Computers economics Economics Education Educational Environment educational quasi-market Foreign Countries information and communications technology (ICT) innovation learning resources Longitudinal Studies Secondary Education Teaching Methods United Kingdom |
| Title | Why has Computer Assisted Learning made so little impact in secondary education? Lessons from an economics and business subject case-study |
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