How To Ensure Ed/Tech Is Not Oversold And Underused

How To Ensure Ed/Tech Is Not Oversold And Underused

by Arthur D. Sheekey
     
 

Recent claims by researchers and critics suggest that the demand for increasing the number of computers and telecommunications networks to schools and classrooms is coming from the nation's political and business sectors, and not from teachers and school practitioners. This book was written in response to these claims and suggests that answers to questions about

Overview

Recent claims by researchers and critics suggest that the demand for increasing the number of computers and telecommunications networks to schools and classrooms is coming from the nation's political and business sectors, and not from teachers and school practitioners. This book was written in response to these claims and suggests that answers to questions about how to successfully integrate and use technology can be found in programs that are currently underway. The recommendation to educational policymakers: create the conditions that encourage and support teachers to adapt technologies and other tools in ways that respond to the unique needs of their communities, school requirements, and students' learning styles. The contributing authors describe the condition of their school or system and each identified the following: · Goals and objectives · Benefits to student learning and engagement · Favorable and/or unfavorable conditions that influence effectiveness · How technology and telecommunications can transform the delivery of education · The resources involved and how they are changing the way teachers, students, and their families are benefiting · The conditions necessary Will be of interest among a wide group of stakeholders in the field of education including state and local educational administrators and others involved in adapting and using learning technologies and telecommunications services to improve and extend the quality of K-12 education throughout the nation.

Editorial Reviews

Peter J. Dirr
All teachers who are struggling with the daunting task of how best to use the power of today's technologies in their classrooms will benefit by reading the stories of these pioneers who have faced and overcome many of the obstacles that all teachers confront as they try to make education more relevant and effective for today's students.
Lan W. Neugent
Major technological innovation and the resulting change on behavior and systems always seem to polarize opinions. The advent of computer technology has led to euphoria of possibilities for educational improvement and stinging criticism that the potential has not been reached. Trying to change conditions that make up the status quo takes time and patience and is a long-term effort. This excellent compilation of technology success stories shows that there is merit to thoughtful consideration of valid criticism, that technology leaders are beginning to recognize that they need to manage change in a stylistic manner, and that they are working hard to establish policies and conditions that allow technology to play an integral role in educational improvement.
Chris Dede
This important book documents cases in which learning technologies have made substantial improvements in educational outcomes...Our challenge is to understand how to adapt these successful cases broadly, to enable new interactive tools, media, and environments to reach their full potential to aid students and teachers.

Product Details

ISBN-13:
9780810846203
Publisher:
R&L Education
Publication date:
03/01/2003
Pages:
184
Sales rank:
1,237,162
Product dimensions:
5.90(w) x 8.90(h) x 0.60(d)

Meet the Author

Arthur D. Sheekey was a COMSI Fellow at the Office of Science and Technology Policy and at the FCC, Senior Associate at tile American Association for Higher Education, Senior Fellow at the Consortium of Universities of the Washington Area, and Resident Scholar at Stanford University's Graduate School of Education. He is a guest lecturer at the University of St. Thomas in St. Paul, Minnesota. He taught high school and junior high school science for five years in New Jersey.

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