Author: Donald D. BushnellPublisher:
ISBN:
Category : Education
Languages : en
Pages :
Book Description
The computer in American education, ed
Author: Donald D. BushnellPublisher:
ISBN:
Category : Education
Languages : en
Pages :
Book Description
The Computer in American Education
Author: Donald D. BushnellPublisher: New York : Wiley
ISBN:
Category : Computers
Languages : en
Pages : 344
Book Description
The Computer in American Education, Edited by Don D. Bushnell [and] Dwight W. Allen, with Sara S. Mitter. Commissioned by the Association for Educational Data Systems.
![The Computer in American Education, Edited by Don D. Bushnell [and] Dwight W. Allen, with Sara S. Mitter. Commissioned by the Association for Educational Data Systems. PDF](https://books.google.com/books/content/images/frontcover/o4D2MgEACAAJ?fife=w80-h100)
Author: Association for Educational Data Systems (UNITED STATES OF AMERICA)Publisher:
ISBN:
Category :
Languages : en
Pages : 300
Book Description
THE COMPUTER IN AMERICAN EDUCATION- BASED ON PROCEEDINGS OF THE CONFERENCE- ASSOCIATION FOR EDUCATIONAL DATA SYSTEMS- STANFORD SCHOOL OF EDUCATION.
Author: Oversold and Underused
Author: Larry CUBANPublisher: Harvard University Press
ISBN: 0674030109
Category : Education
Languages : en
Pages : 258
Book Description
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. But just how valid is this argument? In Oversold and Underused, one of the most respected voices in American education argues that when teachers are not given a say in how the technology might reshape schools, computers are merely souped-up typewriters and classrooms continue to run much as they did a generation ago. In his studies of early childhood, high school, and university classrooms in Silicon Valley, Larry Cuban found that students and teachers use the new technologies far less in the classroom than they do at home, and that teachers who use computers for instruction do so infrequently and unimaginatively. Cuban points out that historical and organizational economic contexts influence how teachers use technical innovations. Computers can be useful when teachers sufficiently understand the technology themselves, believe it will enhance learning, and have the power to shape their own curricula. But these conditions can't be met without a broader and deeper commitment to public education beyond preparing workers. More attention, Cuban says, needs to be paid to the civic and social goals of schooling, goals that make the question of how many computers are in classrooms trivial.
The Computer in American Education
Author: 120 Years of American Education
Author: Computers in Education (1988)
Author: Richard DiemPublisher: Routledge
ISBN: 1351329774
Category : Education
Languages : en
Pages : 145
Book Description
Published in 1988, this bibliography focuses on four main areas; descriptions of the computer and its effects on human thinking and learning, computers in teaching situations, problems arising from the use of computers, and examinations of the future use of computers in education. Publications with relevant information are included, and in some cases studies have been annotated to provide more information on the citation. The bibliography presents researchers with a listing of primary and secondary sources detailing the role of the computer in education from 1975 to 1986. Short term, as well as longitudinal works are included, across all formats including articles, reviews, dissertations and books.
Stuck in the Shallow End, updated edition
Author: Jane MargolisPublisher: MIT Press
ISBN: 0262533464
Category : Education
Languages : en
Pages : 245
Book Description
Why so few African American and Latino/a students study computer science: updated edition of a book that reveals the dynamics of inequality in American schools. The number of African Americans and Latino/as receiving undergraduate and advanced degrees in computer science is disproportionately low. And relatively few African American and Latino/a high school students receive the kind of institutional encouragement, educational opportunities, and preparation needed for them to choose computer science as a field of study and profession. In Stuck in the Shallow End, Jane Margolis and coauthors look at the daily experiences of students and teachers in three Los Angeles public high schools: an overcrowded urban high school, a math and science magnet school, and a well-funded school in an affluent neighborhood. They find an insidious “virtual segregation” that maintains inequality. The race gap in computer science, Margolis discovers, is one example of the way students of color are denied a wide range of occupational and educational futures. Stuck in the Shallow End is a story of how inequality is reproduced in America—and how students and teachers, given the necessary tools, can change the system. Since the 2008 publication of Stuck in the Shallow End, the book has found an eager audience among teachers, school administrators, and academics. This updated edition offers a new preface detailing the progress in making computer science accessible to all, a new postscript, and discussion questions (coauthored by Jane Margolis and Joanna Goode).
Author: