How have schools been affected by the introduction of computer technology, and has it changed the school life and experience of students? This book uses research from both large and small secondary schools, including those specializing in technology and those with higher numbers of pupils with special needs, to look at the results of all the political initiatives and investment in ICT. The authors found that the ambitious expectations fell short of reality. Their research into the reasons for this shortfall can help teachers understand and develop ways to make the best use of computers in their schools. It is equally informative for educational researchers and policy-makers.
In 1871, the British enacted the Criminal Tribes Act in India, branding numerous tribes and caste groups as criminals. In This Land We Call Home, Nusrat F. Jafri traces the roots of her nomadic forebears, who belonged to one such ‘criminal’ tribe, the Bhantus from Rajasthan, through the lens of caste and religious conversions over the last century. This affecting memoir explores religious and multicultural identities and delves into the profound concepts of nation-building and belonging. Nusrat’s family’s conversion to Christianity as a response to Brahmanical gatekeeping highlights their struggle for acceptance. The family found acceptance in the church, alongside a sense of community, theology, songs and carnivals, and quality education for the children in missionary schools. Parallelly, we see the family’s experiences during Gandhi’s return in 1915, the Partition, the two World Wars, the Emergency and the prime ministers’ assassinations. In a way, this is a story like and unlike the stories all of us carry within us; the inherited weight of who we are and where we come from, our tiny little freedoms and our everyday struggles and, mostly, the intricate jumble of our collective ancestry. Nusrat pays homages to her foremothers, the first feminists, and her forefathers, the ones who tried hard to fit into a caste society only to be spat out, and eventually chose alternative faiths in pursuit of acceptance.
How have schools been affected by the introduction of computer technology, and has it changed the school life and experience of students? This book uses research from both large and small secondary schools, including those specializing in technology and those with higher numbers of pupils with special needs, to look at the results of all the political initiatives and investment in ICT. The authors found that the ambitious expectations fell short of reality. Their research into the reasons for this shortfall can help teachers understand and develop ways to make the best use of computers in their schools. It is equally informative for educational researchers and policy-makers.
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