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ERIC Number: ED408631
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 20
Abstractor: N/A
Reference Count: N/A
Edifying Teachers in the Networked Classroom.
Weisser, Christian
Most instructors today feel that using computers in classrooms to create electronic forums automatically results in a more egalitarian setting, but technology can become an effective cloak for otherwise oppressive practices. These settings can potentially reinscribe dominant ideologies, stifling students rather than empowering them. These classrooms can be the sites of liberatory learning, but not without informed and implemented pedagogies. A more critical interpretation of technology is the first step. The hierarchical arrangement of design and programming, the value of English as the primary language of computer users (ASCII), and other less obvious examples all show a system that supports a dominant culture and further distances students who are from the margins of race, class, and gender. One solution is to develop an awareness of the asymmetrical relations of power implicit in collaboration and to learn to negotiate, in new ways and with new understandings, the spaces occupied for such work. By presenting and exposing the diverse, often conflicting views found in networked settings, students learn how to read and interpret conflicts, confrontations, and alternatives in the classroom and in their lives. In networked settings, teachers should involve themselves in discussions rather than monitor or suppress conversations they feel are inappropriate. Exploring conflicts inside the classroom allows edifying teachers to keep spaces open for conversation, pushing both students and teachers to new levels of understanding and acceptance. (Contains 15 references.) (CR)
Publication Type: Opinion Papers; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A