Association for the Advancement of Computing in Education
Faculty of Computing, Health and Science
School of Computer and Information Science
This paper describes the advancements that have occurred in the use of educational technologies over the past ten years (1995-2005) and argues that progress has been slow and reminiscent of the slow progress observed in the previous decade (1985-1995). The paper argues that one of the principal reasons for the less than spectacular results stems from the top-down approaches that always seem to drive technology use in education and schools. It argues the need for applications and activities to be driven by bottom-up forces, by the teachers and students themselves and presents the argument that more applied and grounded research at the classroom level is one strategy that can effectively support these aims.
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