Design sensibilities, schools and the new computing and communicaton technologies

From the early 1980s to the present, schools have worked hard to engineer the use of a range of computing and related technologies into classrooms. But this is no simple task. Further, the patterns of CCT use in schools in comparison to other, more traditional practices, have proved difficult to sustain. Such a history does not auger well for schools' engagement with any new communication order. This chapter elaborates the problems with the current approaches to using CCTs in classrooms and describes research work beyond the impasse of previous practice. A key part of this strategy is to rethink the roles that schools can play in the new communication order.