Titlebook: Cyber Spaces/Social Spaces; Culture Clash in Com Ivor Goodson,Michele Knobel,J. Marshall Mangan Book 2002 Ivor Goodson, Michele Knobel, Col

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José Manuel Machado,Hugo Peixotoize from these few studies, we believe that they will resonate with the experiences of many readers, and to this extent are indicative of larger “realities.” Specifically, we see in the cases outlined here a range of quite paradoxical outcomes that appear to us to result from a form of culture clash that can be understood on multiple dimensions.

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Machines and Mindsets,alian classrooms ranging from pre-school to Grade 12. The classrooms ranged over urban/rural, high/low socioeconomic status, and single-sex/mixed-sex varieties, from lower-elementary to upper-secondary levels (Lankshear et al. 1997,Vols. 1 and 2; Lankshear and Snyder 2000).

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Culture Clash in Computerized Classrooms,s of how people learn the techniques and, indeed, the “language” of computers. This concentration reflects a certain definition of the problems surrounding the introduction of ICTs into schools. Essentially, the problems are seen as those of overcoming the considerable challenges presented by select

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Downsizing the Watershed,h reported here was conducted in southwestern Ontario, Canada, and centered primarily on the development and implementation of an integrated digital information system that was known variously as . ., or .. We shall refer to this system as The Watershed Information System, or just The Watershed for

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Machines and Mindsets,mindsets described earlier centered on using new technologies as tools to simply implement slightly modified versions of old, established curriculum approaches. This mindset, in fact, was the norm in a two-year study of attempts to introduce computing applications into literacy education in 20 Austr