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Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America

Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America

Pub. Date:
Teachers College Press
Pub. Date:
Teachers College Press
Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America

Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America

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The digital revolution in education is well under way, with more and more learners plugged into the online world. How can schools make the most of both the technology and the learning potential of today’s “born digital” students? In this new edition of their groundbreaking book, Collins and Halverson argue that new technologies have transformed our workplaces, our lives, and our culture and it is time we take the next step to transform learning—in and out of schools. The authors show how, over time, public schooling was so successful that it became synonymous with education. But new technologies risk making schools obsolete and this book explains why and how today’s educators, policymakers, and communities must adapt to provide all learners with access to the new learning tools of the 21st century.

The insightful, Second Edition:

  • Explains how our school systems need to embrace new technologies to address the opportunity gaps we face in our society.
  • Advances a new view of the classroom that moves beyond the hopes of technology enthusiasts and the doubts of technology skeptics.
  • Traces the explosion of new media learning tools that provide “anytime, anywhere, any topic” access to learning, such as Khan Academy, YouTube, Pinterest, video games, Wikipedia, and citizen science.
  • Makes practical suggestions for how schools can support the new technologies to enhance learning for students at all levels, to rethink assessment, and to guide educators and school leaders to reframe education.

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Product Details

ISBN-13: 9780807750025
Publisher: Teachers College Press
Publication date: 09/04/2009
Series: Technology, Education--Connections (The TEC Series) , #9
Edition description: New Edition
Pages: 192
Product dimensions: 6.00(w) x 8.90(h) x 0.60(d)
Age Range: 18 Years

About the Author

Allan Collins is professor emeritus of Education and Social Policy at Northwestern University, former co-director of the U.S. Department of Education’s Center for Technology in Education, and author of What's Worth Teaching? Rethinking Curriculum in the Age of Technology. Richard Halverson is professor of Educational Leadership and Policy Analysis at the University of Wisconsin–Madison, where he is co-founder of the Comprehensive Assessment of Leadership for Learning project and co-director of the Wisconsin Collaborative Education Research Network.

Table of Contents

Foreword James Paul Gee ix

Acknowledgments xiii

Preface to the First Edition xv

Preface to the Second Edition xix

1 How Education Is Changing 1

The Structure of the Book 7

2 The Technology Enthusiasts' Argument 9

The Changing World 9

Enhanced Capabilities for Educating Learners 13

The Enthusiasts' Vision of Schooling 26

3 The Technology Skeptics' Argument 29

Locked in Place? 30

Why Education Reforms Fail 33

Barriers to Technology Use in Schools 36

Synthesis: Incompatibilities Between Schools and Technology 41

The Skeptics' Vision of Schooling 46

4 The Development of American Schooling 49

From Apprenticeship to Universal Schooling 50

The Establishment of Universal Schooling in America 54

The Evolution of a School System 58

How the Demands on Schools Have Changed 61

The Cycle of Revolution 63

5 The Seeds of a New System 65

Seeds That Support School Learning 68

Interest-Based Learning Environments in the Wild 75

Conclusion 83

6 The Three Eras of Education 85

Responsibility: From Parents to the State, Then to Individuals and Parents Again 85

Expectations: From Social Reproduction to Success for All to Individual Choice 86

Content: From Practical Skills to Disciplinary Knowledge to Learning How to Learn 88

Pedagogy: From Apprenticeship to Didacticism to Interaction 90

Assessment: From Observation to Testing to Embedded Assessment 92

Location: From Home to School to Anywhere 93

Culture: From Adult Culture to Peer Culture to Mixed-Age Culture 95

Relationships: From Personal Bonds to Authority Figures to Computer-Mediated Interaction 96

Critical Transformations in Education 97

7 What May Be Lost and What May Be Gained 99

What May Be Lost 99

What May Be Gained 104

Realizing the Promise and Mitigating the Danger 106

8 How Schools Can Support the New Technologies 109

Performance-Based Assessment 111

New Curriculum Designs 114

New Approaches to Equity in a Digital World 118

9 What Does It All Mean? 121

What Are Kids Learning from Technology? 122

How Has Technology Changed Kids' Social Lives and Learning? 124

Where Does This Leave Us? 126

10 Rethinking Education in a Technological World 129

Rethinking Learning 130

Rethinking Motivation 132

Rethinking What Is Important to Learn 134

Rethinking Careers 136

Rethinking the Transitions Between Learning and Work 138

Rethinking Educational Leadership 141

Rethinking the Role of Government in Education 143

Our Vision of the Future 145

References 147

Index 157

About the Authors 167

What People are Saying About This

From the Publisher

“Allan Collins and Richard Halverson, in the second edition of their already highly impactful book, are pointing to the powerful out-of-school teaching and learning journeys that kids can take today. They are not by any means arguing that teachers or schools should go away. Rather, they are saying that they should open their doors and windows, connect to other real and virtual places, be crucial tour guides, and send their children on flights of fancy through our modern memory palaces.”
—From the Foreword by James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Regents’ Professor, Arizona State University

“The most convincing account I've read about how education will change in the decades ahead—the authors' analyses are impressive, fair-minded, and useful.”
—Howard Gardner, Harvard Graduate School of Education (from first edition)

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