Internet in Schools: An Innovation Challenge
A Comparative Study: California, England and Singapore
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The Internet in schools presents challenges to education. This book looks at the issues of technology-based transformation from the perspectives of teachers and policy makers. Educational institutions in California, England, and Singapore were the research venues. From a teacher s perspective, embedding the Internet or any technological tool into their classroom is based on a time for value assessment. In all three venues, the research found that teachers use the Internet as a tool for administrative tasks; however, they found it difficult to integrate this technology into their classrooms bec...
The Internet in schools presents challenges to
education. This book looks at the issues of
technology-based transformation from the
perspectives of teachers and policy makers.
Educational institutions in California, England, and
Singapore were the research venues. From a
teacher s perspective, embedding the Internet or any
technological tool into their classroom is based on
a time for value assessment. In all three venues,
the research found that teachers use the Internet as
a tool for administrative tasks; however, they found
it difficult to integrate this technology into their
classrooms because the Internet s time investment
for value received did not fully meet most teachers
expectations. Policy makers face a challenge of
shaping a complex technology like the Internet to
effectively fit into the social, physical and
pedagogical parameters of classrooms. As
technologies such as the Internet continue
to morph, the ongoing dilemma of fit to classroom
environments will continue to pose challenges to
education.
education. This book looks at the issues of
technology-based transformation from the
perspectives of teachers and policy makers.
Educational institutions in California, England, and
Singapore were the research venues. From a
teacher s perspective, embedding the Internet or any
technological tool into their classroom is based on
a time for value assessment. In all three venues,
the research found that teachers use the Internet as
a tool for administrative tasks; however, they found
it difficult to integrate this technology into their
classrooms because the Internet s time investment
for value received did not fully meet most teachers
expectations. Policy makers face a challenge of
shaping a complex technology like the Internet to
effectively fit into the social, physical and
pedagogical parameters of classrooms. As
technologies such as the Internet continue
to morph, the ongoing dilemma of fit to classroom
environments will continue to pose challenges to
education.
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