Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000010114274 | LB1028.3 T425 2006 | Open Access Book | Book | Searching... |
Searching... | 30000005181718 | LB1028.3 T425 2006 | Open Access Book | Book | Searching... |
Searching... | 30000010079958 | LB1028.3 T425 2006 | Open Access Book | Book | Searching... |
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Summary
Summary
Teaching in the Knowledge Society: New Skills and Instruments for Teachers covers a pedagogical survey of the changes induced by information and communication technology (ICT) in today's society and education. It critically analyzes facts, instruments, solutions, and strategies while suggesting interpretations and hypotheses to develop a new way of thinking about ICT use in education. It presents an historical description of education and ICT use and explains the theoretical reasons for the author's description and analysis of the experiences. It also drafts future scenarios for teaching-learning phenomena and for education in a society where ICT and knowledge management will play a more relevant role.
Reviews 1
Choice Review
Information and communication technology (ICT) is an inescapable part of the educational landscape. This work examines the influence of a variety of ICTs on diverse international contexts in high school and higher education. Cartelli, a researcher in didactics and special pedagogy at the University of Cassino, Italy, holds degrees in mathematics and physics: perhaps these are reasons why the book suffers from stilted, awkward writing in most chapters. The volume would have benefited from additional editing. For example, the author frames this work with the premise that implementation of ICT has induced change in the interaction among teachers, students, content, and context. The descriptive evidence provided in most chapters makes it difficult to determine if changes, such as the shift in teachers' role to collaborator and mediator, are the result of ICT or of general educational reforms. The collection provides some insights into ICT implementation and its implications in different countries. However, the work's content does not compensate for the additional time spent navigating the poorly written text. ^BSumming Up: Optional. Researchers and faculty. A. Graber University of Colorado at Boulder
