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Cultural Congruence in the Technology Literate Classroom
PROCEEDINGS

, University of Houston

Society for Information Technology & Teacher Education International Conference, Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

In traditional classrooms, teacher lecture and textbook reading provide the sources of a one way flow of information to the student (Cuban, 1984). The students’ purpose was to soak up as much information as possible from the teacher and the text. The technology of the classroom such as desks, movie screens, chalkboards, and instructional methods are positioned in the class so that students can gain the most advantage of collecting as much information from these sanctioned sources as possible. In these types of classrooms, researchers have noted the lack of student engagement and curiosity as they listened to teachers, read textbooks, and completed their assignments (Cohen 1988; Freire, 1970; Goodlad, 1984). The impersonality of such an authority centered classroom is difficult for most students to enjoy. Even so, for children who come from a culture where the style and content of ideas are communicated differently, this approach to teaching is even more abrasive.

Citation

DeVoogd, G. (1996). Cultural Congruence in the Technology Literate Classroom. In B. Robin, J. Price, J. Willis & D. Willis (Eds.), Proceedings of SITE 1996--Society for Information Technology & Teacher Education International Conference (pp. 46-50). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved December 7, 2019 from .

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