Instructional technology is rejected when it mismatches the dominant pedagogy, as with the blackboard in monitorial schools¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The blackboard, promoted as an engaging whole-class instructional tool, was little used in monitorial schools because teachers there rarely taught everyone at once. → David Dockterman 2018 q2 i? After schooling shifted to age-graded whole-class organization, the chalkboard became an indispensable tool, showing that pedagogy shifts change technology adoption. → David Dockterman 2018 (2)

Evidence¶

David Dockterman 2018¶

David Dockterman. (2018). Insights from 200 + years of personalized learning. npj Science of Learning 3:15. https://doi.org/10.1038/s41539-018-0033-x

q2 · i? · review · r2

Historical analysis of nineteenth-century reports on chalkboard use. Reports from 1839 and 1842 complained that "Blackboards are not uncommon, but are but little resorted to by the teacher" and that teachers knew little how to use them; the author attributes this to mismatch with competency-based small-group instruction.

"The blackboard didn ’t fit the system, and the system, and the teachers in it, rejected it."

David Dockterman 2018 (2)¶

David Dockterman. (2018). Insights from 200 + years of personalized learning. npj Science of Learning 3:15. https://doi.org/10.1038/s41539-018-0033-x

q2 · i? · review · r2

Historical analysis of the shift to age-graded schooling in the late nineteenth century. As age-grading made whole-group instruction the norm, the article reports the chalkboard became indispensable, paralleling its warning that digital technology for individualized learning may mismatch today's age-graded system.

"A change in pedagogy followed the change in school organization. Within this context, the chalkboard did become an “indispensable” tool of instruc-tion."

Discussion¶

Related Claims¶

• Learning Space Redesign Alone Insufficient — related
• The complexity of successful instrumental genesis translates into severe barriers to adopting CSCL technologies, pedagogies, chronotypes, and educational philosophies in established school institutions — related
• An innovation foreign to the rest of its system tends to be rejected; lasting change needs a coordinated bundle of innovations. — a broader claim this one bears on