From ``Computers in the Classroom'' to Mindful Radical Adaptation by Education Systems to the Emerging Cyber Culture.

Autor/in	Aviram, Aharon
Titel	From ``Computers in the Classroom'' to Mindful Radical Adaptation by Education Systems to the Emerging Cyber Culture.
Quelle	In: Journal of educational change, (2000) 4, S.331-352Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1389-2843
DOI	10.1023/A:1010082722912
Schlagwörter	Educational System; Cultural Revolution; Educational Change; Successful Adaptation; Curriculum Study
Abstract	Abstract Despite the huge investments in the last two decades in the introduction of ICT to education and the grandiose expectations accompanying them, ICT has not been widely integrated into educational systems throughout the post-industrial world; furthermore, there is no clear evidence that ICT leads to the improvement of students' outcomes, enhances desired modes of learning or teaching of desired social values. Indeed, on the basis of the outcomes realized to date, one could characterize the rapid and costly response of Western educational systems to the ICT revolution as “much ado about nothing”. This paper focuses on the two questions stemming from awareness of this state of affairs: • Why have so few outcomes resulted from the huge investments in ICT? • What must happen in order for educational systems to successfully adapt to the ICT revolution? In contrast to some recent writers on this issue who have criticized the rush to computerization of education, this paper argues that educational systems cannot abstain from joining the ICT race. Abstention is not really an option since the ICT revolution is an important aspect of a deeper and broader cultural revolution that is changing Western culture from modern (or, industrial) to postmodern (or post-industrial) and schools, if they want to survive, have no option but to adapt themselves to the era in which they function. However, successful adaptation requires: 1. a radical breaking of the organizational “glass ceiling” (i.e. school's modern organizational structure) now preventing the true adaptation of education to postmodernity, 2. the accompaniment of this radical restructuring by a well-formed strategy based on a clear understanding of the new emerging culture and explicit values and educational aims. The paper argues that currently, computerization processes in post-industrial societies suffer acutely from total ignorance of the need for such radical organizational restructuring and for its accompaniment by a cultural-ideological strategy – hence the explanation to the above “much a do about nothing” phenomenon.
Erfasst von	OLC
Update	2023/2/05