Building Educational Technology Partnerships through Participatory Design

Building Educational Technology Partnerships through Participatory Design

John M. Carroll (The Pennsylvania State University, USA)
DOI: 10.4018/978-1-59140-553-5.ch055
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Abstract

Educational technology provides many examples of how efficient software development and deployment is not enough. Teachers work in a complex and dynamic context in which measurable objectives and underlying values collide on a daily basis. Traditionally, teachers work in isolation from their peers; individual teachers have well-established personal practices and philosophies of education. Teachers have enormous discretion with respect to what goes on in their classrooms, yet are also routinely interrogated by supervisors, by parents and other community members, and by educational bureaucracies. This has led to an abiding tension in the culture of schools: Teachers’ innovative practices are often not adequately acknowledged or valued, and at the same time, teachers often passively resist school reforms that are imposed top-down.

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