The Hidden Lag in Formal Education
Historically, technology in education has been designed to increase efficiency, a philosophy that tends to prioritize the needs of teachers over those of the learners. Because most studies that research CAI use achievement scores as an indicator of success, they fail to account for the complex interactions users have with both computer hardware and software. The research explored the following question: How does CAI facilitate and hinder learning and communication in a flipped chemistry classroom? I chose to conduct an ethnography in the high school where I graduated, which implemented a one-laptop-per-child policy six months prior to the research. Data was collected from in-class observations, semi-structured interviews, and document analysis. My ethnography suggests a transition from computer-aided instruction to computer-dependent instruction that facilitates the test-based pedagogy, which consists of constant monitoring and immediate feedback. Future research should consider ways to better align the changes and use of technology with more authentic forms of assessment.