Abstract
This chapter outlines a recent study on 1:1 computing and teacher transformation. It begins with an introduction to the theoretical framework of transformative learning and an overview of the professional literature dealing with 1:1 computing and teacher transformation. The study is then outlined, including the sampling procedures, participant background, and methodologies used. The remainder of the chapter presents the findings and conclusions related to the central theme of whether 1:1 computing transforms teachers. The chapter concludes with implications for the future.
Key Terms in this Chapter
Disorienting Dilemma: Within a perspective transformation, a disorienting dilemma is the catalyst for perspective transformation. Dilemmas usually occur when people have experiences that do not fit their expectations or make sense to them and they cannot resolve the situations without some change in their views of the world.
Frame Of Reference: A frame of reference comprises a set of meaning schemes that encompass a habit of mind, a mind-set, and a way of understanding and interpreting one’s knowledge system. It is the problematic frames of reference that are transformed when one experiences a perspective transformation.
1:1 Computing Classrooms: Places where every child in the class has a laptop computer with wireless Internet and printer capabilities for at least fifty percent of the day. Ideally, every child would have a laptop 24/7 but the reality is that the learners may have access to mobile labs with a class set of laptops and a printer within a wireless environment for half of the learning day or might have access to the laptops during school hours only.
Meaning Perspective: is “the structure of cultural and psychological assumptions within which our past experience assimilates and transforms new experience” (Mezirow, 1985, p. 21).
Critical Reflection: Questioning previously-held beliefs and assumptions, resulting in the acquisition of a new perspective based on that action.
Transformative Learning: A process of examining, questioning, validating, and revising perceptions which is based on constructivist assumptions of adult learning. According to (Mezirow, 2003, p. 58) it “is learning that transforms problematic frames of reference—sets of fixed assumptions and expectations (habits of mind, meaning perspectives, mindsets)—to make them more inclusive, discriminating, open, reflective, and emotionally able to change”.
Meaning Scheme: is “the constellation of concept, belief, judgment, and feeling which shapes a particular interpretation” (Mezirow, 1994b, p. 223). These beliefs, attitudes, and emotional reactions might change upon critical reflection by the adult learner.
Perspective Transformation: occurs when adult learners, through critical reflection, come to the realisation that new meaning structures need to be created and action needs to be taken in order to break away from constraining psycho-cultural assumptions.