Education & Technology: Future Visions (Google eBook)
DIANE Publishing, Jan 1, 1995 - 161 pages
Includes: schooling and learning in an information society (the 3 great codes and the creation of human culture); learning and teaching in 2004: the BIG DIG; the future of teaching; year 2005: using technology to build communities of understanding; and public school teachers using machines in the next decade (spread of computers in schools: confusion over access, use, and innovation). Also: is there a Federal role? will promising visions become a reality? key issues for future visions of educational technology; technology and school reform: setting the context, and more.
What people are saying - Write a review
We haven't found any reviews in the usual places.
Alvin Toffler American Apple Computer authentic Beranek and Newman Bill Parks Carl Side Carmela century changes charter schools classroom collaborative context create curriculum dents develop Educa electronic Entry teachers evaluation exhibition experience federal future goals Goldberg high school human information technology infrastructure instruction Josie Rowe kids knowledge learners Learning Center learning environments learning guides machines master teachers ment mentor teachers multimedia National neoprogressive networks Office of Technology organization paper parents participants personal digital assistant problems programs project-based learning public school Quality Review Panelist roles scenario school reform simulation skills social society SRI International Stephen Marcus structure task teaching and learning tion tional traditional Tunnel Team U.S. Congress U.S. Government Printing understanding virtual communities vision workplace
Page 31 - And once a thing is put in writing, the composition, whatever it may be, drifts all over the place, getting into the hands not only of those who understand it, but equally of those who have no business with it; it doesn't know how to address the right people, and not address the wrong.
Page 31 - The painter's products stand before us as though they were alive: but if you question them, they maintain a most majestic silence. It is the same with written words: they seem to talk to you as though they were intelligent, but if you ask them anything about what they say, from a desire to be instructed, they go on telling you just the same thing forever.
Page 23 - A memex is a device in which an individual stores all his books, records, and communications, and which is mechanized so that it may be consulted with exceeding speed and flexibility.
Page 43 - And in order to this, we must have skillful teachers at hand. It will do but little good to class the children till we have instructors properly prepared to take charge of the classes. It will do absolutely no good to constitute an independent tribunal to decide on the qualifications of teachers, while they have not had the opportunities necessary for coming up to the proper standard. And it will do no good to overlook and report upon their success, when we know beforehand that they have not the...
Page 25 - We have now reached the stage when virtually anything we want to do in the field of communications is possible: The constraints are no longer technical, but economic, legal or political.
Page 48 - ... the first to see that learning is a matter of necessity ; it is a part of the process of self-preservation and of growth. If we want, then, to find out how education takes place most successfully, let us go to the experiences of children where learning is a necessity, and not to the practices of the schools where it is largely an adornment, a superfluity and even an unwelcome imposition.
Page 155 - Karen Sheingold and Martha Hadley. "Accomplished Teachers: Integrating Computers into Classroom Practice," Center for Technology in Education, New York, NY, September 1990.
Page 52 - By utilising an idea, I mean relating it to that stream, compounded of sense perceptions, feelings, hopes, desires, and of mental activities adjusting thought to thought, which forms our life.
Page 69 - Mothers of school-age children are even more likely to be in the labor force. In 1990 over 74 percent of women whose youngest child was between the ages of 6 and 13 were working or looking for paid work.