Logo in mainstream schools: the struggle over the soul of an educational innovation

被引：15

作者：

Agalianos, A ^{[1
]}

Noss, R ^{[1
]}

Whitty, G ^{[1
]}

机构：

[1] Univ London, Inst Educ, London WC1E 7HU, England

来源：

BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION | 2001年 / 22卷 / 04期

关键词：

D O I：

10.1080/01425690120094449

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Technologies do not follow some pre-determined and inevitable course from their context of production to their context of use, and technologies used in schools are no exception. Rather, technologies and their use in the classroom are socially contextualised. They are often appropriated in ways unanticipated by their developers, locking into institutional arrangements and reflecting elements of the prevailing social relations in and around the particular context(s) of application. Through the discussion of a particular technology (the Logo programming language) as a case study in educational innovation, this article demonstrates how the use of technologies in schools is 'socially shaped'. The paper looks into the place that Logo occupied within the institutional and organisational cultures of US and UK mainstream schools after its introduction in the early 1980s. It discusses the ways in which Logo was received in the educational arena and was implicated in the politics of educational innovation at a time of conservative restoration.

引用

页码：479 / 500

页数：22

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