Showing papers by "Susan L. Robertson published in 2004"

Interview with Boaventura de Sousa Santos

Abstract: Boaventura de Sousa Santos is Professor of Sociology, School of Economics, University of Coimbra and Distinguished Legal Scholar, Law School, University of Wisconsin‐Madison. He is also director of...

'You can't not go with the technological flow, can you?' Constructing 'ICT' and 'Teaching and Learning'

Abstract: This paper seeks to show how ‘policy’, ‘management’ and ‘information and communications technology’ (ICT) were constructed for schools in England between 2000 and 2003 and to discuss some effects of these constructions on teaching and learning in the institutions involved in the InterActive Education Project. It argues that their contribution collectively constituted ‘ICT’ as a particular kind and form of challenge for schools, and that recognising the nature of this constitution is crucial to understanding the relationship between ICT and teaching and learning. Informed by an abductive methodology, this paper draws on analyses of policy documents and interviews with the head teachers of the educational institutions taking part in the InterActive Education Project to show how the possibilities and opportunities of using ICT were shaped by those constructions. It suggests that the main policy framing ICT in education over the period in question, the National Grid for Learning, had the provision of hardware and infrastructure as its main target, but offered little advice on how they might be used. This constituted the core of the management problem of ICT for schools. The final section of the paper outlines some of the mechanisms through which schools addressed these issues and discusses some possible implications for what counts as ‘teaching and learning’ with ‘ICT’.

InterActive Education: Teaching and Learning in the Information Age

Abstract: This is a guest editorial to a special section of this journal which derives from the work of one of the ESRC Teaching and Learning Programme projects, InterActive Education: Teaching and Learning in the Information Age (http://wwwinteractiveeducation acuk), whose overall aim is to investigate the ways in which new technologies can be used in educational settings to enhance learning The project was predicated on two assumptions: first that teachers are central to learning in schools and that much of previous research on the use of information and communications technology (ICT) for learning has underemphasised this crucial role (Sutherland & Balacheff, 1999); second that ICT should be incorporated into a designed learning situation as appropriate, with attention being paid to the whole classroom context including classroom talk, work on paper and other technologies that are usually available to a teacher (http://wwwblackwell-synergycom/doi/pdf/101111/j1365-2729200400100x)

ICT in the Classroom: the Pedagogical Challenge of Respatialisation and Reregulation

Abstract: On-Line Papers – Copyright This online paper may be cited or briefly quoted in line with the usual academic conventions, and for personal use. However, this paper must not be published elsewhere (such as mailing lists, bulletin boards etc.) without the author’s explicit permission. If you copy this paper, you must: • include this copyright note. • not use the paper for commercial purposes or gain in any way. • observe the conventions of academic citation in a version of the following: Robertson, Susan L., Tim Shortis, Neil Todman, Peter John and Roger Dale, ‘ICT in the Classroom: The Pedagogical Challenge of Respatialisation and Reregulation’, published by the Centre for Globalisation, Education and Societies, University of Bristol, Bristol BS8 1JA, UK at: http://www.bris.ac.uk/education/people/academicStaff/edslr/publications/01slr/