Digital Technologies and Educational Change

  • Juana M. SanchoEmail author
Part of the Springer International Handbooks of Education book series (SIHE, volume 23)


Among all the forces that can bring about positive and deliberate educational change, one of the most strongly and persistently advocated is new technology. Technology has been hailed as the savior of educational change many times in the past. Television, video, language laboratories, audio-recorded reading programs, and pocket calculators have all been proposed as ways to move learning from the teacher to the learner – and all have fallen short of initial expectations.


Young People Educational System Social Cohesion Digital Technology Educational Change 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT Impact Report. A review of studies of ICT impact on schools in Europe. Accessible at: [Download: May 21, 2007].
  2. Bauman, Z. (2005). Liquid life. Cambridge: Polity.Google Scholar
  3. Becker, H. (2001). How are teachers using computers in instruction? Paper presented at the 2001 meetings of the American Educational Research AssociationGoogle Scholar
  4. Becker, H. J., & Ravitz, J. L. (2001). Computer use by teachers: Are Cuban’s predictions correct? Paper presented at the 2001 annual meeting of the American Educational Research Association, Seattle. Available at: [Downloaded, April 4, 2005].
  5. Bigum, C., & Kenway, J. (1998). New information technologies and the ambiguous future of schooling – some possible scenarios. In A. Hargreaves, A. Liebernan, M. Fullan, & D. Hopkins (Eds.), International Handbook of Educational Change (pp. 95–115). Dordrecht: Kluwer Academic Publishers.Google Scholar
  6. Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.Google Scholar
  7. Carstens, A., & Beck, J. (2005). Get ready for the gamer generation. TechTrends, 49(3), 22–25.CrossRefGoogle Scholar
  8. Comber, C., Watling, R., Lawson, T., Cavendish, S., McEune, R., & Paterson, F. (2002). ‘ImpaCT2: Learning at Home and School – Case Studies’ UK: Becta. Accessed at: [Downloaded, October 24, 2004].
  9. Conlon, T., & Simpson, M. (2003). Silicon Valley verses Silicon Glen: The impact of computers upon teaching and learning: A comparative study. British Journal of Educational Technology, 34(2), 137–150.CrossRefGoogle Scholar
  10. Corea, C., & Lewkowicz, I. (2004). Pedagogía del aburrido. Escuelas destituidas, familias perplejas. Buenos Aires: Paidós.Google Scholar
  11. Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms, 1890–1990. New York: Teachers College Press.Google Scholar
  12. Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.Google Scholar
  13. Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813–834.CrossRefGoogle Scholar
  14. Darling-Hammond, L. (1997). The right to learn. San Francisco: Jossey-Bass Pu.Google Scholar
  15. Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. Buckingham [England], Philadelphia: Open University.Google Scholar
  16. Hargreaves, A., Halász, G., & Pont, B. (2007). School leadership for systemic improvement in Finland. A case study report for the OECD activity improving school leadership. Paris: OECD.
  17. Heidegger, M. (1977). The question concerning technology. New York: Harper Books.Google Scholar
  18. Howe, N., & Strauss, W. (2000). Millennials rising: The next great generation. New York: Vintage Original.Google Scholar
  19. Järvelä, S. (2006). Personalised learning? New insights into fostering learning capacity. In OECD-CERI (Eds.), Personalising education (pp. 31–46). Paris: OECD/CERI.Google Scholar
  20. Kozman, R. B. (2003). Technology, innovation, and educational change – A global perspective. Washington, DC: ISTE.Google Scholar
  21. Lanham, R. A. (2006). The economics of attention: Style and substance in the age of information. Chicago: The University of Chicago Press.Google Scholar
  22. Lankshear, C., & Knobel, M. (2001). Do we have your attention? New literacies, digital technologies and the education of adolescents. In D. Alvermann (Ed.), New literacies and digital technologies: A focus on adolescent learners. New York: Peter Lang.Google Scholar
  23. Lenhart, A., Rainie, L., & Lewis, O. (2001). Teenage life online: The rise of instant-message generation and the internet’s impact on friendship and family relationships. Washington, DC: Pew Internet & American Life Project.Google Scholar
  24. McFarlane, A., Harrison, C., Somekh, B., Scrimshaw, P., Harrison, A., & Lewin, C. (2000). Establishing the relationship between networked technology and attainment: Preliminary study 1. Coventry: Becta.Google Scholar
  25. Nichols, S. L., & Berliner, D. (2007). Collateral damage: How high-stakes testing corrupts America’s schools. Cambridge, MA: Harvard Education Press.Google Scholar
  26. Noble, D. D. (1991). The classroom arsenal: Military research, information technology, and public education. Bristol, PA: Taylor & Francis/Hemisphere.Google Scholar
  27. Oblinger, D., & Oblinger, J. L. (Eds.). (2005). Educating the net generation. Washington, DC: Educause.Google Scholar
  28. OECD. (2003). Student engagement at school. A sense of belonging and participation: Results from PISA 2000 (PISA). Paris: OECD.Google Scholar
  29. OECD. (2004). Education at a glance 2004. París: OECD.Google Scholar
  30. OECD. (2005). Teachers matter education and training policy. Attracting, developing and retaining effective teachers (p. 17). París: OECD.Google Scholar
  31. OECD/CERI. (2006). Personalising education. Paris: OECD/CERI.Google Scholar
  32. Ogilvy, J. (2006). Education in the information age: Scenarios, equity and equality. In OECD-CERI Think Scenarios, Rethink Education (pp. 21–38). Paris: OECD-CERI.Google Scholar
  33. Pelgrumn, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37, 163–187.CrossRefGoogle Scholar
  34. Plomp, T., Anderson, R. E., Law, N., & Quale, A. (Eds.). (2003). Cross-national policies and practices on information and communication technology in education. Greenwich, CT: Information Age Publishing Inc.Google Scholar
  35. Ringstaff, C., & Kelley, L. (2002). The learning return on our educational technology investment. A review of findings from research. WestEd. Accessed at: [Downloaded, November 2, 2003].
  36. Roberts, D. F., Foehr, U. G., & Rideout, V. (2005). Generation M: Media in the lives of 8–18 year-olds. A Kaiser family foundation study.
  37. Rosen, L. D., & Weil, M. M. (1995). Computer anxiety: A cross-cultural comparison of university students in ten countries. Computers in Human Behavior, 11(1), 45–64.CrossRefGoogle Scholar
  38. Rowan, B. (2002). The ecology of school improvement: Notes on the school improvement industry in the United States. Journal of Educational Change, 3(3), 283–314.CrossRefGoogle Scholar
  39. Sancho, J. M. (2005). Virtual geographies of educational change: The more complex the problems the simpler the answers. In F. Hernández & I. Goodson (Eds.), Social geographies of educational change (pp. 143–167). Dordrecht: Kluwer.Google Scholar
  40. Sancho, J. M., Hernández, F., Bosco, A., Müller, J., Larraín, V., Giró, X., Nuri, A., & Cernochova, M. (2004). Final report. School + More than a platform to build the school of tomorrow. Luxembourg: European Commission.Google Scholar
  41. Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.Google Scholar
  42. Schofield, J. W., & Davidson, A. L. (2002). Bringing the internet to school: Lessons from an urban district. San Francisco, CA: Jossey-Bass.Google Scholar
  43. Specht, J. A., Wood, E., & Willoughby, T. (2002). What early childhood educators want to know about computers to enhance the learning environment. Canadian Journal of Journal of Learning and Technology, 28(1), 31–40.Google Scholar
  44. Twenge, J. (2006). Generation me. New York: Free Press.Google Scholar
  45. Tyack, D., & Tobin, W. (1994). The “Grammar” of schooling: Why has it been so hard to change? American Educational Research Journal, 31(3), 453–480.Google Scholar
  46. Veen, W., & Vrakking, B. (2006). Homo zappiens: Growing up in a digital age. London: Continuum International Publishing Group.Google Scholar
  47. Wilson, J. D., Notar, Ch. C., & Yunker, B. (2003). Elementary in-service teacher’s use of computers in the elementary classroom. Journal of Instructional Psychology. December 01.
  48. Wood, E., Willoughby, T., Specht, J. A., Sterne-Cavalcante, W., & Childs, C. (2002). Developing a computer workshop to facilitate computer skills and minimize anxiety for early childhood educators. Journal of Educational Psychology, 94, 164–170.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  1. 1.University of BarcelonaBarcelonaSpain

Personalised recommendations