Concepts, Assessments, Subversions
Enthusiastic, Hesitant and Resistant Teachers Toward the One-To-One Laptop Program: A Multi-Sited Enthnographic Case Study in Catalonia
Cristina Aliagas Marín2 & Josep M. Castellà Lidon
How do teachers make sense or struggle to make sense of the top-down process of classroom digitalization? This chapter tackles the fore concern by analysing the narratives of 12 teachers reflecting on the adoption and implementation of the one-to-one laptop initiative in the autonomous region of Catalonia (Spain), locally named EduCAT1x1 programme. It examines the teacher’s arguments and counterarguments towards that initiative considering their ideological and pedagogic positioning as techno-enthusiast, hesitant or resistant. It shows that teachers holding these three stances differ in the underlying assumptions regarding computers as tools for learning and in the educational benefits they think computers can bring about. Findings also indicate that all teachers, regardless the stance they take, have assumed the “discourse of inevitability” (Ferneding, 2003) that dominates viewpoints concerning technology and education. By looking at the teacher’s narratives we claim that their experiences, opinions and feelings need to be placed in the centre of the debate on the digitalization of the learning/teaching process. This qualitative study is part of a wider multi-sited ethnography in 18 high schools, aimed at understanding how the educative actors (eg. headmasters, teachers, students, families) are dealing with this digital transformation in their everyday life in-and-out of school. ← 237 | 238 →
Inspired by the One Laptop per Child programme, in 2009 the Spanish Government launched the project Escuela 2.0 (School 2.0), with the goal of introducing new technologies into classrooms. It was an ambitious...
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