‘Mindstorms’ and ‘Mindtools’ Aren't Happening: Digital Streaming of Students via Socio-Economic Disadvantage

Abstract

This article considers the possibility that school-based uses of new technologies might actually exacerbate the educational disadvantage of already disadvantaged social groups – particularly, learners from low socio-economic status populations. It draws on some recent international studies that indicate how minority, poor and urban students may be less likely to receive exposure to computers for higher-order learning than their economically and socially advantaged peers, and to have teachers who have received professional development on technology use. Work by Papert and Jonassen, among others, is used to indicate principles and directions that attempts to integrate new technologies into pedagogy will need to observe if issues of educational disadvantage are to be addressed successfully. An example of an attempt to implement such principles and directions in the author's own work is presented.