The Link
Author | : |
Publisher | : |
Total Pages | : 16 |
Release | : 2000 |
Genre | : Education |
ISBN | : |
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Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Technology Counts 99 PDF full book. Access full book title Technology Counts 99.
Author | : |
Publisher | : |
Total Pages | : 16 |
Release | : 2000 |
Genre | : Education |
ISBN | : |
Author | : University of Maine |
Publisher | : |
Total Pages | : 860 |
Release | : 1918 |
Genre | : College catalogs |
ISBN | : |
Author | : Larry Cuban |
Publisher | : Harvard University Press |
Total Pages | : 173 |
Release | : 2003-04-30 |
Genre | : Education |
ISBN | : 0674253574 |
Impelled by a demand for increasing American strength in the new global economy, many educators, public officials, business leaders, and parents argue that school computers and Internet access will improve academic learning and prepare students for an information-based workplace. But just how valid is this argument? In Oversold and Underused, one of the most respected voices in American education argues that when teachers are not given a say in how the technology might reshape schools, computers are merely souped-up typewriters and classrooms continue to run much as they did a generation ago. In his studies of early childhood, high school, and university classrooms in Silicon Valley, Larry Cuban found that students and teachers use the new technologies far less in the classroom than they do at home, and that teachers who use computers for instruction do so infrequently and unimaginatively. Cuban points out that historical and organizational economic contexts influence how teachers use technical innovations. Computers can be useful when teachers sufficiently understand the technology themselves, believe it will enhance learning, and have the power to shape their own curricula. But these conditions can't be met without a broader and deeper commitment to public education beyond preparing workers. More attention, Cuban says, needs to be paid to the civic and social goals of schooling, goals that make the question of how many computers are in classrooms trivial.
Author | : Howard F. Didsbury |
Publisher | : World Future Society |
Total Pages | : 376 |
Release | : 2003 |
Genre | : Social Science |
ISBN | : 9780930242589 |
Comprises a collection of 26 futurist essays.
Author | : |
Publisher | : |
Total Pages | : 110 |
Release | : 1999 |
Genre | : Curriculum planning |
ISBN | : |
Author | : John C. Robles |
Publisher | : Palibrio |
Total Pages | : 652 |
Release | : 2012-07-13 |
Genre | : Fiction |
ISBN | : 1463333986 |
Read X99 and the biblical change. You can read some of the biggest stories of the world. Through reading antique manuscripts, you would know how people from the past expected economy to be nowadays, from the Dead Sea Rolls, to the Philadelphia experiments. Find out about the economy of the future and be prepared for it, since, there will be credit to everything to 30 years in low interests. Find out, what the geopolitics of the future is and how it will be. Be prepared for the world of tomorrow... reading this book which exhibits how it will be and how super spies and advisers saved route, satellite this world.
Author | : University of Maine at Orono |
Publisher | : |
Total Pages | : 862 |
Release | : 1916 |
Genre | : |
ISBN | : |
Author | : Todd Oppenheimer |
Publisher | : Random House Trade Paperbacks |
Total Pages | : 523 |
Release | : 2004-12-07 |
Genre | : Education |
ISBN | : 0812968433 |
The Flickering Mind, by National Magazine Award winner Todd Oppenheimer, is a landmark account of the failure of technology to improve our schools and a call for renewed emphasis on what really works. American education faces an unusual moment of crisis. For decades, our schools have been beaten down by a series of curriculum fads, empty crusades for reform, and stingy funding. Now education and political leaders have offered their biggest and most expensive promise ever—the miracle of computers and the Internet—at a cost of approximately $70 billion just during the decade of the 1990s. Computer technology has become so prevalent that it is transforming nearly every corner of the academic world, from our efforts to close the gap between rich and poor, to our hopes for school reform, to our basic methods of developing the human imagination. Technology is also recasting the relationships that schools strike with the business community, changing public beliefs about the demands of tomorrow’s working world, and reframing the nation’s systems for researching, testing, and evaluating achievement. All this change has led to a culture of the flickering mind, and a generation teetering between two possible futures. In one, youngsters have a chance to become confident masters of the tools of their day, to better address the problems of tomorrow. Alternatively, they can become victims of commercial novelties and narrow measures of ability, underscored by misplaced faith in standardized testing. At this point, America’s students can’t even make a fair choice. They are an increasingly distracted lot. Their ability to reason, to listen, to feel empathy, is quite literally flickering. Computers and their attendant technologies did not cause all these problems, but they are quietly accelerating them. In this authoritative and impassioned account of the state of education in America, Todd Oppenheimer shows why it does not have to be this way. Oppenheimer visited dozens of schools nationwide—public and private, urban and rural—to present the compelling tales that frame this book. He consulted with experts, read volumes of studies, and came to strong and persuasive conclusions: that the essentials of learning have been gradually forgotten and that they matter much more than the novelties of technology. He argues that every time we computerize a science class or shut down a music program to pay for new hardware, we lose sight of what our priority should be: “enlightened basics.” Broad in scope and investigative in treatment, The Flickering Mind will not only contribute to a vital public conversation about what our schools can and should be—it will define the debate.
Author | : Mary C. Herring |
Publisher | : Routledge |
Total Pages | : 331 |
Release | : 2014-06-11 |
Genre | : Education |
ISBN | : 1317639766 |
Published by Taylor & Francis Group for the American Association of Colleges for Teacher Education This Handbook addresses the concept and implementation of technological pedagogical content knowledge -- the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Recognizing, for example, that effective uses of technology in mathematics are quite different from effective uses of technology in social studies, teachers need specific preparation in using technology in each content area they will be teaching. Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes: What is Technological Pedagogical Content Knowledge? Integrating Technological Pedagogical Content Knowledge into Specific Subject Areas Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development The Handbook of Technological Pedagogical Content Knowledge for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms based on consensus standards and rubrics for effectiveness. As the title of the concluding chapter declares, "It’s about time!" The American Association of Colleges for Teacher Education (AACTE) is a national, voluntary association of higher education institutions and related organizations. Our mission is to promote the learning of all PK-12 students through high-quality, evidence-based preparation and continuing education for all school personnel. For more information on our publications, visit our website at: www.aacte.org.
Author | : Jamieson Angus McKenzie |
Publisher | : Linworth Publishing |
Total Pages | : 188 |
Release | : 2002 |
Genre | : Education |
ISBN | : 9780967407845 |
This book argues that smart schools, students and teachers learn to be discerning and strategic users of technologies. Smart schools are neither digitally obsessed nor technologically possessed. They have learned to say no to distractions, silly toys and untested innovations that might reduce their focus on education's bottom line.