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Logo in mainstream schools: the struggle over the soul of an educational innovation

Agalianos, A and Noss, Richard and Whitty, Geoff (2001) Logo in mainstream schools: the struggle over the soul of an educational innovation. British Journal of Sociology of Education, 22 (4). pp. 479-500. ISSN 0142-5692

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Abstract

Technologies do not follow some predetermined and inevitable course from their context of production to their context of use, and technologies used in schools are no exception. Rather, technologies and their use in the classroom are socially contextualised. They are often appropriated in ways unanticipated by their developers, locking into institutional arrangements and reflecting elements of the prevailing social relations in and around the particular context(s) of application. Through the discussion of a particular technology (the Logo programming language) as a case study in educational innovation, this article demonstrates how the use of technologies in schools is socially shaped. The paper looks into the place that Logo occupied within the institutional and organisational cultures of US and UK mainstream schools after its introduction in the early 1980s. It discusses the ways in which Logo was received in the educational arena and was implicated in the politics of educational innovation at a time of conservative restoration.

Item Type: Article
Additional Information: This is an electronic version of an article published in Agalianos, Angelos and Noss, Richard and Whitty, Geoff (2001) Logo in mainstream schools: the struggle over the soul of an educational innovation. British Journal of Sociology of Education, 22 (4). pp. 479-500. British Journal of Sociology of Education is available online at: http://www.informaworld.com/10.1080/01425690120094449
Divisions: IOE Departments > Departments > Geography, Enterprise, Mathematics and Science
IOE Departments > Departments > London Knowledge Lab
Depositing User: IOE Repository Editor (1)
Date Deposited: 17 Mar 2010 15:48
Last Modified: 14 Oct 2013 11:31
URI: http://eprints.ioe.ac.uk/id/eprint/1704
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