Reflective adaptation of a technology artifact: A case study of classroom change

Reflective adaptation of a technology artifact: A case study of classroom change

• Lin, Xiaodong Dept. of Teaching and Learning, Peabody College, Vanderbilt University

Cognition & Instruction, 19(4), 395-440, 2001

Lawrence Erlbaum Associates

2001

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GC Mathematics & Statistics
• F Learning & Teaching
  • FD Application of Communicative Media, IT in Learning & Teaching
• F Learning & Teaching
  • FH Classroom Communication

Case Studies Change Strategies Classroom Environment Educational Practices Educational Technology Elementary School Mathematics Elementary School Students Elementary School Teachers Foreign Countries Reflective Teaching Student Participation Teacher Student Relationship Hong Kong

• Hong Kong

• 1997.7 onwards

• Primary Education

This case study examines the changes that took place in a 5th-grade mathematics classroom in Hong Kong when an American-made technological artifact was introduced. Using classroom observation, videotaping, and daily interviews with the teacher and students, the study documents the changes that occurred in the classroom and the factors shaping those changes. Using the artifact prompted the teacher to make changes by altering the content, the sequence of instruction, and the social arrangements for class participation. In addition, the class engaged in extensive discussions about the social implications of solving complex mathematics problems. Most of these changes, however, were made after the attempts to maintain routine instruction broke down. The study suggests that new technologies that are not compatible with the existing practice may lead to intense and sometimes profound reflections about which aspects of the individuals, their environment, and the new artifact to adapt into a new classroom structure. A significant challenge is how to support participants' role shifting and their subsequent psychological changes when new technology is introduced.
[Copyright of Cognition & Instruction is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website:
http://dx.doi.org/10.1207/S1532690XCI1904_1]

• English

Journal Articles

• 07370008

• 10.1207/S1532690XCI1904_1

https://bibliography.lib.eduhk.hk/bibs/3f052337

2010-09-27