Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
|---|---|---|---|---|---|
Searching... | 30000003726506 | LB1028.5 E38 1996 | Open Access Book | Book | Searching... |
On Order
Summary
Summary
Co-Published with Apple Press
"A blueprint for those communities who are attempting change within existing educational structures. . . . Parents, teachers and school administrators, business and community leaders, and policy makers will find this book instructive. . .well worth reading."
-- American Secondary Education
"Every education, business, and community leader who wants to cut through the hype about technology to see where the investment really makes a difference should start with this book."
-- Alan November , CEO, Educational Renaissance Planners
To commemorate the tenth anniversary of the Apple Classrooms of Tomorrow (ACOT) project, this book brings together a diverse group of educators to reflect on what we know about computer-aided instruction. From the latest research findings to practical classroom experience, it provides an overview of the promise and prospects for technology in education.
Author Notes
CHARLES FISHER is professor of education at the University of Michigan, Ann Arbor.
Reviews 1
Choice Review
The 17 papers in this book focus on technology's impact on teaching, learning, and classroom procedures. The authors describe the future facing us, the changes needed, and the successes achieved in classrooms where such changes have been made. The papers are described as distillations of "what [is known] about the use of technology in schools," and come after ten years of work with teachers on the Apple Classrooms of Tomorrow (ACOT) project. Yet they are not simply propaganda; some look at difficult issues. Jan Hawkins's paper on "dilemmas," for example, points out that model schools do not replicate themselves in order to create broad changes in schooling. The four papers in the last section focus on teachers, and how technology redefines the role they play. Yet whether teachers are the key resource for "knowledge instruction," or facilitators of "knowledge construction," their preparation is still the key element in determining whether students learn. Thus ACOT's past work and the editors' efforts to produce this volume will have been worth it if recounting "lessons," as Jane David does in her paper, does indeed spread "accomplished teaching," but the question remains unanswered. Academic readers, all levels. G. H. Alexander Florida Gulf Coast University
Table of Contents
| Introduction: Does Technology Make a Difference? |
| Educational Reform |
| Technology in the Classroom |
| Developing Curriculum |
| Improving Teaching |
| Assessing Learning |
| Training Teachers |
| Innovations in Hardware and Software |
| Conclusion: Classroom of Tomorrow |
