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Lessons from the Great Underground Empire: Pedagogy, computers and False Dawn

Martin, Stewart

Authors



Contributors

A. Tatnall
Editor

B. Davey
Editor

Abstract

The educational use of computers in the UK coincided with growing tensions between educators and government policy. This led to the imposition of a National Curriculum and policy that took scant account of research evidence or the views of professional educators. As a result of this unhappy coincidence, the UK failed to take early advantage of the educational benefits offered by this technology. The exploitation of the unique affordances of computers have seen a false dawn and dashed hopes but, slowly, a body of research has emerged that is now starting to identify where we should look and what we should do. However, the necessary changes would fundamentally alter the roles of teacher and learner within the educational system as well as government policy and this may go some way to explain government reluctance and the systemic inertia in the UK and elsewhere.

Publication Date 2014
Journal IFIP Advances in Information and Communication Technology; Reflections on the History of Computers in Education
Print ISSN 1868-4238
Electronic ISSN 1868-422X
Pages 1-25
Series Title IFIP advances in information and communication technology
Series Number 424
Book Title Reflections on the history of computers in education
ISBN 9783642551185; 9783642551192
APA6 Citation Martin, S. (2014). Lessons from the Great Underground Empire: Pedagogy, computers and False Dawn. In A. Tatnall, & B. Davey (Eds.), Reflections on the history of computers in education, 1-25. Springer. https://doi.org/10.1007/978-3-642-55119-2_1
DOI https://doi.org/10.1007/978-3-642-55119-2_1
Publisher URL https://link.springer.com/chapter/10.1007%2F978-3-642-55119-2_1
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