Disponible:*
Estado | Reservas de ítem | |||||
---|---|---|---|---|---|---|
Búsqueda… Science | Book | 371.334 C891O, 2001 | 1 | Stacks | Búsqueda… Desconocido | Búsqueda… No disponible |
Búsqueda… Science | Book | LB1028.5 .C77 2001 | 1 | Stacks | Búsqueda… Desconocido | Búsqueda… No disponible |
Búsqueda… Science | Book | 371.334 C891O 2001 | 1 | Stacks | Búsqueda… Desconocido | Búsqueda… No disponible |
Búsqueda… Science | Book | 371.334 C962O | 2 | Stacks | Búsqueda… Desconocido | Búsqueda… No disponible |
Agrupado con estos títulos
En pedido
Resumen
Resumen
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.
Reseñas (3)
Reseña de Publisher's Weekly
Challenging "the belief that if technology were introduced to the classroom, it would be used; and if it were used, it would transform schooling," Stanford education professor Larry Cuban (Teachers and Machines) provides a jargon-free, critical look at the actual use of computers by teachers and students in early childhood education, high school and university classrooms in Oversold and Underused: Computers in the Classroom. Combining an historical overview of school technologies with statistical data and direct observation of classroom practices in several Silicon Valley schools, he concludes that, "Without a broader vision of the social and civic role that schools perform in a democratic society, our excessive focus on technology use in schools runs the danger of trivializing our nation's core ideals." (Sept.) (c) Copyright PWxyz, LLC. All rights reserved
Revisar OPCIONES
Field studies in early childhood settings, a high school, and a university in Northern California's Silicon Valley unexpectedly showed Cuban that students and teachers demonstrate little evidence of resistance to using information technologies but that fewer than five percent of high school students had intense "tech-heavy" experiences and fewer than five percent of teachers integrate computer technology into their regular instructional routines. He discovered no substantial evidence of students' increasing their academic achievement as a result of using information technologies; the majority of teachers employed technology to sustain existing teaching patterns rather than to innovate; and only a tiny percentage of high school and university teachers used the new technologies to accelerate student-centered and project-based teaching practices. Cuban concluded that teachers, like other professionals, have been selective in their uses of technology in the classroom; that the "computer age" may be a slow revolution with incremental change over a generation or two; and that teachers may be forced by the history and contexts of schooling to accept technology. An interesting volume for upper-division undergraduate and graduate students and decision makers on computer uses in education. D. L. Stoloff Eastern Connecticut State University
Library Journal Review
Cuban (education, Stanford) has written extensively about school reform (e.g., How Scholars Trumped Teachers). In his latest work, he disputes the policymakers who have thrust computers into schools without much regard for the educators who are expected to improve students' learning with the new technologies. In fact, Cuban's 2001-2000 study of Silicon Valley schools, discussed and analyzed in the first two-thirds of the book, showed that less than ten percent of the teachers used their classroom computers at least once a week. Another unanticipated finding was that there was no evidence that information technologies increased students' academic achievement. Arguing that the educational revolution that computers were expected to incite has progressed far too slowly, he recommends that administrators involve teachers in the planning and implementation of technology plans and allow them more unstructured time, technical support, and professional development opportunities to optimize the educational benefits that computers offer. Highly recommended for academic and public libraries. Will Hepfer, SUNY at Buffalo Libs. (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.
Tabla de contenido
Introduction: Reforming Schools through Technology |
1 The Setting |
2 Cyberteaching in Preschools and Kindergartens |
3 High-Tech Schools, Low-Tech Learning |
4 New Technologies in Old Universities |
5 Making Sense of Unexpected Outcomes |
6 Are Computers in Schools Worth the Investment? |
Appendix: Rationale for Choices of School Levels |
Notes |
Acknowledgments |
Index |