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Rethinking Technology in Schools Primer

BuchKartoniert, Paperback
152 Seiten
Englisch
Peter Langerschienen am06.11.2008
Among the many challenges facing public schooling in the United States is the often irrelevant usage of technology in the classroom - in ways that support the textbook and computer industries more than student learning and achievement. This primer reframes the longstanding debate about instructional technology in school classrooms and challenges the reader to think more critically and conscientiously about the fundamental communication and technological processes that mediate learning and ultimately define education. The primer offers educators at all levels a three-dimensional map for exploring the philosophical, pedagogical, and practical uses of technology to serve rather than subvert the public purposes of education in a democracy.mehr

Produkt

KlappentextAmong the many challenges facing public schooling in the United States is the often irrelevant usage of technology in the classroom - in ways that support the textbook and computer industries more than student learning and achievement. This primer reframes the longstanding debate about instructional technology in school classrooms and challenges the reader to think more critically and conscientiously about the fundamental communication and technological processes that mediate learning and ultimately define education. The primer offers educators at all levels a three-dimensional map for exploring the philosophical, pedagogical, and practical uses of technology to serve rather than subvert the public purposes of education in a democracy.
Details
ISBN/GTIN978-0-8204-8800-4
ProduktartBuch
EinbandartKartoniert, Paperback
Erscheinungsjahr2008
Erscheinungsdatum06.11.2008
ReiheCounterpoints Primers
Reihen-Nr.27
Seiten152 Seiten
SpracheEnglisch
Gewicht240 g
Artikel-Nr.14732827

Autor

The Author: Vanessa Elaine Domine is an associate professor at Montclair State University in New Jersey. She holds B.A. and M.A. degrees in communication and a Ph.D. in media ecology. Her teaching and scholarship critically examine media and technological literacies among young people and democratic practices within education. Her work also appears in 19 Urban Questions: Teaching in the City (Peter Lang, 2004) and Useful Theory: Making Critical Education Practical (Peter Lang, 2006).
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Domine, Vanessa Elaine