What does enhanced learning through computer-based technologies actually look like?

Yates, LS; Hayes, DN

What does enhanced learning through computer-based technologies actually look like?

Yates, LS Hayes, DN

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Publisher:: Australian Association for Research in Education
Publication Type:: Conference
Citation:: Hayes, D. and Yates, L. 2002 'What does enhanced learning through computer-based technologies actually look like?', AARE 2002 International Education Research Conference, Australian Association for Research in Education, Brisbane, Australia, pp. CD-NA.
Issue Date:: 2002

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Field	Value	Language
dc.contributor.author	Yates, LS	en_US
dc.contributor.author	Hayes, DN	en_US
dc.contributor.editor	Jeffrey P	en_US
dc.date.accessioned	2009-11-09T05:38:12Z
dc.date.available	2009-11-09T05:38:12Z
dc.date.issued	2002	en_US
dc.identifier	2004003359	en_US
dc.identifier.citation	Hayes, D. and Yates, L. 2002 'What does enhanced learning through computer-based technologies actually look like?', AARE 2002 International Education Research Conference, Australian Association for Research in Education, Brisbane, Australia, pp. CD-NA.	en_US
dc.identifier.issn	1324-9320	en_US
dc.identifier.other	E1	en_US
dc.identifier.uri	http://hdl.handle.net/10453/3051
dc.description.abstract	A multi disciplinary interagency team is currently undertaking research in NSW government schools funded by the Australian Research Council through the Strategic Partnership with Industry - Research and Training Scheme (SPIRT). In this paper we outline the early stage problems associated with researching the question: what does enhanced learning through computer-based technology actually look like? We argue that many "commonsenses" have come to be associated the integration of computerbased technologies in schools. At the core of these is a pervasive belief that technology will improve learning. Our efforts to pin down the purpose of our research have been made more difficult by the fact that we are trying to get at good practice, in a context that is changing. We outline three changing sets of practices in which this is true and important for our project and for thinking about technology and schools. These practices relate to how technology functions in schools, what counts as knowledge and is valued as performance, and how new subjectivities and relationships mediated by technology.	en_US
dc.publisher	Australian Association for Research in Education	en_US
dc.relation.ispartof	AARE 2002 International Education Research Conference Proceedings	en_US
dc.relation.ispartof	AARE 2002 International Education Research Conference	en_US
dc.relation.isbasedon	http://www.aare.edu.au/02pap/hay02132.htm	en_US
dc.title	What does enhanced learning through computer-based technologies actually look like?	en_US
dc.type	Conference
utslib.location	Melbourne, Australia	en_US
utslib.citation.startpage	CD	en_US
utslib.citation.endpage	NA	en_US
utslib.identifier.org	Education	en_US
utslib.location.activity	Brisbane, Australia	en_US
utslib.copyright.status	closed_access

Abstract:

A multi disciplinary interagency team is currently undertaking research in NSW government schools funded by the Australian Research Council through the Strategic Partnership with Industry - Research and Training Scheme (SPIRT). In this paper we outline the early stage problems associated with researching the question: what does enhanced learning through computer-based technology actually look like? We argue that many "commonsenses" have come to be associated the integration of computerbased technologies in schools. At the core of these is a pervasive belief that technology will improve learning. Our efforts to pin down the purpose of our research have been made more difficult by the fact that we are trying to get at good practice, in a context that is changing. We outline three changing sets of practices in which this is true and important for our project and for thinking about technology and schools. These practices relate to how technology functions in schools, what counts as knowledge and is valued as performance, and how new subjectivities and relationships mediated by technology.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/3051