Practitioner time. If media time (see previous post) often looks like speeded-up Chaplinesque frames from 1920s films, then think of practitioner time as slow motion. One example should suffice.
As computers spilled into schools during the 1980s, news media carried stories of an imminent revolution in teaching and learning. Districts bought machines like popcorn, placing them in classrooms and labs.
In schools saturated with computers, some teachers were using machines for lessons a few hours a week. Even after media predictions of an impending revolution in teaching and learning, however, most teachers remained casual or non-users.
By the early-1990s, in characteristic hastiness, media had already pronounced the “computer revolution” dead on arrival. That judgment was premature. Over decades, a slow growth in teacher use of computers has registered on the practitioner clock rather than the media’s and policymakers’ faster tick-tock of months and a few years. With the ubiquity…
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