Skip to main content

Understanding the nature of accountability failure in a technology‐filled, laissez‐faire classroom: disaffected students and teachers who give in

Buy Article:

$47.00 plus tax (Refund Policy)

This paper discusses how the curriculum is shaped by the situational logic of a technology‐filled classroom, and how this logic is under the influence of ideas about student–teacher interactions and ‘do‐it‐yourself learning'. It analyses case material from a school using game theory. Free access in the classroom to the Internet, games, and chatting makes it difficult for the teacher to control the students' operations. When a student deems a threat to be empty, it is not rational for that student to allow the threat to influence his or her own actions. The laissez‐faire regime is a result of rational considerations made by both parties. However, when students do not assume responsibility for learning, an accountability failure arises as a rational response to the design of the institutional framework.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Keywords: accountability; computer uses in education; curriculum in Norway; discipline problems; teacher–student relationship

Document Type: Research Article

Publication date: 2006-08-01

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more