There are numerous publications about education and technology. What is missing is a balanced appraisal of the values and cognitive skills technology promotes and those it devalues. This is important for education because the way we teach influences the way children think, and it is of more general importance for the evolution of society. If we wait until these issues are definitely resolved and have noticeable societal effects, it will inevitably be too late.
There are numerous publications about education and technology. What is missing is a balanced appraisal of the values and cognitive skills technology promotes and those it devalues. This is important for education because the way we teach influences the way children think, and it is of more general importance for the evolution of society. If we wait until these issues are definitely resolved and have noticeable societal effects, it will inevitably be too late.
David W. Kritt is associate professor in the Department of Education at the College of Staten Island-CUNY. Lucien T. Winegar is professor of Psychology and dean in the School of Natural and Social Sciences at Susquehanna University.
Inhaltsangabe
Chapter 1 Preface Part 2 Defining the Problem Chapter 3 Chapter 1. Technological determinism and human agency Chapter 4 Chapter 2. Plus ca change, plus c'est la meme chose: Considering the probable futures of education technology Part 5 Thinking and Learning Chapter 6 Chapter 3. An Activity Theory perspective on educational technology and learning Chapter 7 Chapter 4. Learning is scaffolded construction Chapter 8 Chapter 5. Silent creativity and non-creative talk: Fascination with technologies as a meta-presentational error Part 9 Representing the World Chapter 10 Chapter 6. Software for educating aboriginal children about place Chapter 11 Chapter 7. Pinboards and books: Juxtaposing, Learning and Materiality Chapter 12 Chapter 8. Approaches to creative new media Part 13 Engagements - Virtual and Otherwise Chapter 14 Chapter 9. A tale of two settings: The historical arc of two computer-based after-school programs for children Chapter 15 Chapter 10. Making learning whole: How technology can enable holistic learning environments Chapter 16 Chapter 11. Some thoughts on the economics of education delivery Chapter 17 Chapter 12. Education that transforms and liberates: Media, artistic activity, and pedagogy Part 18 Reflections Chapter 19 Chapter 13. Will IT matter and how? Critical observations on strategic locatiosn for information technology in higher education Chapter 20 Chapter 14. Critical perspectives, possible futures
Chapter 1 Preface Part 2 Defining the Problem Chapter 3 Chapter 1. Technological determinism and human agency Chapter 4 Chapter 2. Plus ca change, plus c'est la meme chose: Considering the probable futures of education technology Part 5 Thinking and Learning Chapter 6 Chapter 3. An Activity Theory perspective on educational technology and learning Chapter 7 Chapter 4. Learning is scaffolded construction Chapter 8 Chapter 5. Silent creativity and non-creative talk: Fascination with technologies as a meta-presentational error Part 9 Representing the World Chapter 10 Chapter 6. Software for educating aboriginal children about place Chapter 11 Chapter 7. Pinboards and books: Juxtaposing, Learning and Materiality Chapter 12 Chapter 8. Approaches to creative new media Part 13 Engagements - Virtual and Otherwise Chapter 14 Chapter 9. A tale of two settings: The historical arc of two computer-based after-school programs for children Chapter 15 Chapter 10. Making learning whole: How technology can enable holistic learning environments Chapter 16 Chapter 11. Some thoughts on the economics of education delivery Chapter 17 Chapter 12. Education that transforms and liberates: Media, artistic activity, and pedagogy Part 18 Reflections Chapter 19 Chapter 13. Will IT matter and how? Critical observations on strategic locatiosn for information technology in higher education Chapter 20 Chapter 14. Critical perspectives, possible futures
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