Abstract
The purpose of this chapter is to discuss issues related to the emerging modes of computer use across countries having distinct and varied educational paradigms. The term educational paradigm is used in the chapter’s context to denote similar orientation with respect to educational discourse and practice. The characteristics which lie in the core of what is named as educational paradigm are curriculum content, teachers discourse and teaching practices, and decision making processes. The underlying assumption is that the educational paradigm has a very decisive role in the mode of computer use in the respective educational system. More specifically, it is assumed that the adoption of educational technology is shaped by and shapes the educational paradigm.
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Kontogiannopoulou-Polydorides, G. (1996). Educational Paradigms and Models of Computer Use does Technology Change Educational Practice?. In: Plomp, T., Anderson, R.E., Kontogiannopoulou-Polydorides, G. (eds) Cross National Policies and Practices on Computers in Education. Technology-Based Education Series, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-0-585-32767-9_4
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DOI: https://doi.org/10.1007/978-0-585-32767-9_4
Publisher Name: Springer, Dordrecht
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