Technology and Classroom Authority (Starla Stensaas)

h t t p : / / r a d i c a l p e d a g o g y . i c a a p . o r g / c o n t e n t / i s s u e 1 _ 1 / s t e n s a a s . h t m l

Der Aufsatz untersucht, inwiefern die Zunahme von Computertechnologien, ihre Beeinflussung der Kommunikation und die Frage nach Medienkompetenz eine Dekonstruktion von Macht und Autorität innerhalb der Schulklasse mit sich bringt.

Autor:

Stensaas, Starla; stensaas@siu.edu

Lange Beschreibung:

This paper discusses how the growth of technology and its impact on our communication paradigm requires a deconstruction of power and authority in the classroom. It exposes the ways in which faculty expertise in content in a technological environment, that is, being the most skilled and competent computer user in the classroom, negatively informs our understanding of classroom authority and teaching success. It argues that a creative problem-solving process is a more useful measure of successful teaching and calls for flexible pedagogies that focus on community-building while maintaining clear conceptual and theoretical frameworks. This paper also provides a case study of the author`s approach to altering classroom authority by examining, for example, such practices as teaching multiple courses concurrently, eliciting student voice, discussing course pedagogy in the classroom, involving students in decision-making about grading and deadlines, giving students peer teaching responsibilities, and focusing on consensus as the classroom decision-making process.

Bildungsebene:

Primarstufe; Sekundarstufe I; Sekundarstufe II

Lernressourcentyp:

Primärmaterial/Quelle

freie Schlagwörter:

COMPUTERTECHNOLOGIE; AUTORITAET; KLASSENUNTERRICHT; LEHREN; LEHRMODELL

Sprache:

Englisch

Themenbereich:

Schule; Schulwesen allgemein
Schule; Schulwesen allgemein; Lehrerberuf

Geeignet für:

Lehrer; Schüler