Understanding the nature of accountability failure in a technology‐filled, laissez‐faire classroom: disaffected students and teachers who give in.
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| Title: | Understanding the nature of accountability failure in a technology‐filled, laissez‐faire classroom: disaffected students and teachers who give in. |
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| Authors: | Elstad, Eyvind (AUTHOR) eyvind.elstad@ils.uio.no |
| Source: | Journal of Curriculum Studies. Aug2006, Vol. 38 Issue 4, p459-481. 23p. 3 Diagrams, 1 Chart. |
| Subject Terms: | *Educational technology, *Computer assisted instruction, *School discipline, *Educational accountability, *Behavior disorders in children, *Teacher-student relationships, *Internet in education, *Learning, *Game theory, Free enterprise |
| Abstract: | This paper discusses how the curriculum is shaped by the situational logic of a technology‐filled classroom, and how this logic is under the influence of ideas about student–teacher interactions and ‘do‐it‐yourself learning’. It analyses case material from a school using game theory. Free access in the classroom to the Internet, games, and chatting makes it difficult for the teacher to control the students' operations. When a student deems a threat to be empty, it is not rational for that student to allow the threat to influence his or her own actions. The laissez‐faire regime is a result of rational considerations made by both parties. However, when students do not assume responsibility for learning, an accountability failure arises as a rational response to the design of the institutional framework. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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