Oversold and underused: computers in the classroom

By P. Twining. 2002

1,606 citations recorded by the source corpus.

Subfields: Education, Gender Studies, Information Systems

View Paper: https://www.semanticscholar.org/paper/c32ab71c8e881f05d12d2f41f633ea00422a8e0c

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Citations in the corpus

One-to-One Technology-Enhanced Learning: an Opportunity for Global Research Collaboration (2006, background): “Critics of educational technology charge it is “oversold and underused” (Cuban, 2003).”
Young students using iPads: App design and content influences on their learning pathways (2013, background): “However as authors such as Cuban (2001), Postman (2000) and Oppenheimer (2003) point out, few of these promises have materialised to the extent expected.”
Blended learning environments: Using social networking sites to enhance the first year experience (2010, background): “This is supported by Cuban (2001), who suggests that advocates making claims with minimal supporting empirical evidence, are adding to the danger of new technologies, hailed as the tools for educational revolution, failing to meet unrealistic expectations.”
Looking to the future: M-learning with the iPad (2010, background): “Consistent with others such as Cuban (2001) and Postman (2000), Oppenheimer attributes this failure largely to the prevailing assumption that technology which works outside of school, will work just as well in school, and that it is up to educational practitioners and researchers to determine ways o”
Learning in Communities of Inquiry: A Review of the Literature (2009, background): “Attuned to the ruinous effects of the technological imperative on education (see for example, Cuban, 1986; 2001 and Postman, 1993; 2003), Garrison et al. (2000) sought to inform this transition with wisdom from the educational canon.”
Self-regulated out-of-class language learning with technology (2011, background): “However, classrooms have proved to be most resistant to change due to the various constraints that formal instructional contexts are subject to (Collins & Halverson, 2009; Cuban, 2001).”
Handbook Of Design Research Methods In Education: Innovations In Science, Technology, Engineering, And Mathematics Learning And Teaching (2018, background): “However, vociferous critics point out the long history of failures of innovations to solve real problems in schools at scale, particular those involving technology (Cuban, 2003).”
A Guide to Authentic e-Learning (2009, background): “No one familiar with the frustrating history of instructional technology’s impact on learning (Clark, 2001; Cuban, 2001) will be surprised that there were no statistically significant differences found between the test scores of the students using the dental anatomy CD-ROM versus those who attended ”
Technology-enhanced learning and teaching in higher education: what is ‘enhanced’ and how do we know? A critical literature review (2014, background): “Despite the widespread growth in practice, concerns continue to be expressed about the extent to which effective use is being made of technology to improve the learning experience of students (Cuban 2001; Guri-Rosenblit 2009; Kirkwood and Price 2005; Zemsky and Massy 2004).”
The Effects of a Web-Based Learning Environment on Student Motivation in a High School Earth Science Course (2006, background): “Although there continues to be enthusiasm in many quarters about the integration of the WWW into education in general (Armstrong & Chen, 2002; Pittinsky, 2003), others have become disenchanted (Cuban, 2001; Noble, 2001; Oppenheimer, 2003).”
Design research: A socially responsible approach to instructional technology research in higher education (2005, background): “The history of the impact of quantitative and qualitative research on practice in instructional technology is dismal at all levels of education and training (Clark, 2001; Cuban, 2001).”
Designing Formative Assessment Software with Teachers: an Analysis of the Co-Design Process (2007, background): “Perceived fit for technology-supported innovations is a function partly of teachers’ current teaching practice (Cuban, 2001) and partly of their beliefs about student learning and what kinds of tasks their particular students are capable of accomplishing successfully (Becker & Anderson, 1998; Windsc”
Development and Validation of an Instrument for Assessing Distance Education Learning Environments in Higher Education: The Distance Education Learning Environments Survey (DELES) (2005, background): “While there is an expectation that information technology will significantly contribute to teaching and learning (Cuban, 2001; Mioduser, Nachmias, Lahav, & Oren, 2000), it is only what goes on in a technology-rich learning environment, in this case a post-secondary distance education environment,…”
Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort (2007, background): “Several studies have reported that barriers to accessing technology are a source of teacher misgivings about using computers for instruction (Adelman et al. 2002; Cuban 2001; Sheingold and Hadley 1990), and teachers cite the inconvenience of scheduling and moving students to a computer lab as reason”
Factors influencing digital technology use in early childhood education (2014, methodology): “Further, when technology is used, it is often not used in meaningful, student-centered ways but is integrated in more traditional, didactic practices (Cuban, 2001; Ertmer & Ottenbreit-Leftwich, 2013).”