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| the false promise of classroom technology: The False Promise of Green Energy Andrew P. Morriss, William T. Bogart, Roger E. Meiners, Andrew Dorchak, 2011-02-09 The False Promise of Green Energy illustrates the irresponsibility of attempting to transform modern society with borrowed money, wishful thinking, and bad economics. It shows how the top-down control programs offered by green-energy and green-jobs advocates are unlikely to achieve positive results compared with allowing competitive forces to continue to provide ever greater environmental quality and energy efficiencies. |
| the false promise of classroom technology: False Promises Stanley Aronowitz, 1992 This classic study of the American working class, originally published in 1973, is now back in print with a new introduction and epilogue by the author. An innovative blend of first-person experience and original scholarship, Aronowitz traces the historical development of the American working class from post-Civil War times and shows why radical movements have failed to overcome the forces that tend to divde groups of workers from one another. The rise of labor unions is analyzed, as well as their decline as a force for social change. Aronowitz’s new introduction situates the book in the context of developments in current scholarship and the epilogue discusses the effects of recent economic and political changes in the American labor movement. |
| the false promise of classroom technology: The Flickering Mind Todd Oppenheimer, 2004-12-07 The Flickering Mind, by National Magazine Award winner Todd Oppenheimer, is a landmark account of the failure of technology to improve our schools and a call for renewed emphasis on what really works. American education faces an unusual moment of crisis. For decades, our schools have been beaten down by a series of curriculum fads, empty crusades for reform, and stingy funding. Now education and political leaders have offered their biggest and most expensive promise ever—the miracle of computers and the Internet—at a cost of approximately $70 billion just during the decade of the 1990s. Computer technology has become so prevalent that it is transforming nearly every corner of the academic world, from our efforts to close the gap between rich and poor, to our hopes for school reform, to our basic methods of developing the human imagination. Technology is also recasting the relationships that schools strike with the business community, changing public beliefs about the demands of tomorrow’s working world, and reframing the nation’s systems for researching, testing, and evaluating achievement. All this change has led to a culture of the flickering mind, and a generation teetering between two possible futures. In one, youngsters have a chance to become confident masters of the tools of their day, to better address the problems of tomorrow. Alternatively, they can become victims of commercial novelties and narrow measures of ability, underscored by misplaced faith in standardized testing. At this point, America’s students can’t even make a fair choice. They are an increasingly distracted lot. Their ability to reason, to listen, to feel empathy, is quite literally flickering. Computers and their attendant technologies did not cause all these problems, but they are quietly accelerating them. In this authoritative and impassioned account of the state of education in America, Todd Oppenheimer shows why it does not have to be this way. Oppenheimer visited dozens of schools nationwide—public and private, urban and rural—to present the compelling tales that frame this book. He consulted with experts, read volumes of studies, and came to strong and persuasive conclusions: that the essentials of learning have been gradually forgotten and that they matter much more than the novelties of technology. He argues that every time we computerize a science class or shut down a music program to pay for new hardware, we lose sight of what our priority should be: “enlightened basics.” Broad in scope and investigative in treatment, The Flickering Mind will not only contribute to a vital public conversation about what our schools can and should be—it will define the debate. |
| the false promise of classroom technology: The Dumbest Generation Mark Bauerlein, 2008 Knowledge defecits -- The new bibliophobes -- Screen time -- Online learning and non-learning -- The betrayal of the mentors -- No more culture warriors |
| the false promise of classroom technology: Distrusting Educational Technology Neil Selwyn, 2013-11-26 Distrusting Educational Technology critically explores the optimistic consensus that has arisen around the use of digital technology in education. Drawing on a variety of theoretical and empirical perspectives, this book shows how apparently neutral forms of educational technology have actually served to align educational provision and practices with neo-liberal values, thereby eroding the nature of education as a public good and moving it instead toward the individualistic tendencies of twenty-first century capitalism. Following a wide-ranging interrogation of the ideological dimensions of educational technology, this book examines in detail specific types of digital technology in use in education today, including virtual education, ‘open’ courses, digital games, and social media. It then concludes with specific recommendations for fairer forms of educational technology. An ideal read for anyone interested in the fast-changing nature of contemporary education, Distrusting Educational Technology comprises an ambitious and much-needed critique. |
| the false promise of classroom technology: Is Technology Good for Education? Neil Selwyn, 2016-06-07 Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a ‘good thing’. Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether. |
| the false promise of classroom technology: Illusion of Order Bernard E. Harcourt, 2005-02-15 This is the first book to challenge the broken-windows theory of crime, which argues that permitting minor misdemeanors, such as loitering and vagrancy, to go unpunished only encourages more serious crime. The theory has revolutionized policing in the United States and abroad, with its emphasis on policies that crack down on disorderly conduct and aggressively enforce misdemeanor laws. The problem, argues Bernard Harcourt, is that although the broken-windows theory has been around for nearly thirty years, it has never been empirically verified. Indeed, existing data suggest that it is false. Conceptually, it rests on unexamined categories of law abiders and disorderly people and of order and disorder, which have no intrinsic reality, independent of the techniques of punishment that we implement in our society. How did the new order-maintenance approach to criminal justice--a theory without solid empirical support, a theory that is conceptually flawed and results in aggressive detentions of tens of thousands of our fellow citizens--come to be one of the leading criminal justice theories embraced by progressive reformers, policymakers, and academics throughout the world? This book explores the reasons why. It also presents a new, more thoughtful vision of criminal justice. |
| the false promise of classroom technology: The Great Promise of Educational Technology Dan Mamlok, 2021-10-11 This book critically looks at the tensions between the promise to transform education through the use of digital technology and the tendency to utilize digital technology in instrumental and technical ways. The widespread use of digital technology has had a remarkable effect on almost every domain of human life. This technological change has caused governments, educational departments, and non-governmental organizations (NGOs) to recognize the need to develop educational plans that would support the social and the cultural changes that have occurred with the ubiquitous permeation of digital technology into our everyday lives. This book challenges common assumptions regarding digital technology and education, through critical exploration of educational policies, interviews, and class observations in the US and Israel. In doing so, the author sheds light on the possibilities of advancing digital citizenship under current educational policies. |
| the false promise of classroom technology: The Jobless Future Stanley Aronowitz, 1994 The Jobless Future challenges beliefs in the utopian promise of a knowledge-based, high-technology economy. Reviewing a vast body of encouraging literature about the postindustrial age, Aronowitz and DiFazio conclude that neither theory, history, nor contemporary evidence warrants optimism about a technological economic order. Instead, they demonstrate the shift toward a massive displacement of employees at all levels and a large-scale degradation of the labor force. As they clearly chart a major change in the nature, scope, and amount of paid work, the authors suggest that notions of justice and the good life based on full employment must change radically as well. They close by proposing alternatives to our dying job culture that might help us sustain ourselves and our well-being in a science- and technology-based economic future. One alternative discussed is reducing the workday to fewer hours without reducing pay. |
| the false promise of classroom technology: Critical Issues in Education Jack L. Nelson, Stuart B. Palonsky, Mary Rose McCarthy, 2020-08-12 Critical Issues in Education examines three questions that are at the core of the education debate in the United States: What interests should schools serve? What knowledge should schools teach? How do we develop the human environment of schools? When answering these queries the authors advocate the use of critical thinking, which includes dialogue and dialectic reasoning. Dynamic and interactive, dialogue requires listening and assessment, while dialectic stimulates the development of a creative response that encompasses both sides of an issue. When applied, these approaches engender an informative and stimulating discussion. In order to explore the depth of current educational issues, the Ninth Edition considers 15 topics, providing supporting evidence and reasoning for two divergent views. These issues include violence in schools, the role of technology, gender equity, multiculturalism, inclusion and disability, and school choice. Both civic and professional discussions regarding improvements will have consequences for students, teachers, and society. As a result, educational views and the social landscape in which they reside deserve critical study. |
| the false promise of classroom technology: Learning and the E-Generation Jean D. M. Underwood, Lee Farrington-Flint, 2015-02-16 Learning and the E-Generation examines the impact of new and emerging digital technologies—from computers and tablets to social media and video games—on learners in formal and informal settings. Assesses the psychological factors at play, including social, cognitive, and behavioral characteristics that are influenced by exposure to technology Addresses the risks and benefits of 21st century digital technology on children and young adults Written by two experts in the field who draw on the latest research and practice from psychology, neuroscience, and education Discusses the potential of technology to make the learning process more authentic and engaging, as well as the obstacles which can prevent this from happening effectively |
| the false promise of classroom technology: Toward the Visualization of History Mark Howard Moss, 2008-01-01 This book discusses the impact of visuals on the study of history by examining visual culture and the future of print, providing an analysis of photography, film, television, and computer culture. The author shows how the visualization of history can become a driving social and cultural force for change. |
| the false promise of classroom technology: International Handbook of Children, Media and Culture Kirsten Drotner, Sonia Livingstone, 2008-02-19 This essential volume brings together the work of internationally-renowned researchers, each experts in their field, in order to capture the diversity of children and young people′s media cultures around the world. Why are the media such a crucial part of children′s daily lives? Are they becoming more important, more influential, and in what ways? Or does a historical perspective reveal how past media have long framed children′s cultural horizons or, perhaps, how families - however constituted - have long shaped the ways children relate to media? In addressing such questions, the contributors present detailed empirical cases to uncover how children weave together diverse forms and technologies to create a rich symbolic tapestry which, in turn, shapes their social relationships. At the same time, many concerns - even public panics - arise regarding children′s engagement with media, leading the contributors also to inquire into the risky or problematic aspects of today′s highly mediated world. Deliberately selected to represent as many parts of the globe as possible, and with a commitment to recognizing both the similarities and differences in children and young people′s lives - from China to Denmark, from Canada to India, from Japan to Iceland, from - the authors offer a rich contextualization of children′s engagement with their particular media and communication environment, while also pursuing cross-cutting themes in terms of comparative and global trends. Each chapter provides a clear orientation for new readers to the main debates and core issues addressed, combined with a depth of analysis and argumentation to stimulate the thinking of advanced students and established scholars. Since children and young people are a focus of study across different disciplines, the volume is thoroughly multi-disciplinary. Yet since children and young people are all too easily neglected by these same disciplines, this volume hopes to accord their interests and concerns they surely merit. |
| the false promise of classroom technology: Handbook of Classroom Management Carolyn M. Evertson, Carol S. Weinstein, 2013-10-31 Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. The Handbook of Classroom Management has four primary goals: 1) to clarify the term classroom management; 2) to demonstrate to scholars and practitioners that there is a distinct body of knowledge that directly addresses teachers’ managerial tasks; 3) to bring together disparate lines of research and encourage conversations across different areas of inquiry; and 4) to promote a vigorous agenda for future research in this area. To this end, 47 chapters have been organized into 10 sections, each chapter written by a recognized expert in that area. Cutting across the sections and chapters are the following themes: *First, positive teacher-student relationships are seen as the very core of effective classroom management. *Second, classroom management is viewed as a social and moral curriculum. *Third, external reward and punishment strategies are not seen as optimal for promoting academic and social-emotional growth and self-regulated behavior. *Fourth, to create orderly, productive environments teachers must take into account student characteristics such as age, developmental level, race, ethnicity, cultural background, socioeconomic status, and ableness. Like other research handbooks, the Handbook of Classroom Management provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, and the academic libraries serving these audiences. It is also appropriate for graduate courses wholly or partly devoted to the study of classroom management. |
| the false promise of classroom technology: Never Send a Human to Do a Machine's Job Yong Zhao, Gaoming Zhang, Jing Lei, Wei Qiu, 2015-07-01 Do what you do best and let technology do the rest Technology has transformed lives. Why then, has it not transformed education? What needs to change to ensure integration that empowers students and enhances teacher depth? Learn how to let technology cultivate student autonomy, creativity, and responsibility while focusing on lessons that hone higher-order and critical thinking skills. See technology as a complement rather than a replacement Embrace its creation potential over consumption Encourage personalized learning, autonomy, and creativity over outcomes Celebrate digital competence over curriculum improvement Focus on tech-pedagogy over product usage |
| the false promise of classroom technology: HCI and Usability for Education and Work Andreas Holzinger, 2008-11-19 The Workgroup Human–Computer Interaction & Usability Engineering (HCI&UE) of the Austrian Computer Society (OCG) serves as a platform for interdisciplinary - change, research and development. While human–computer interaction (HCI) tra- tionally brings together psychologists and computer scientists, usability engineering (UE) is a software engineering discipline and ensures the appropriate implementation of applications. Our 2008 topic was Human–Computer Interaction for Education and Work (HCI4EDU), culminating in the 4th annual Usability Symposium USAB 2008 held during November 20–21, 2008 in Graz, Austria (http://usab-symposium.tugraz.at). As with the field of Human–Computer Interaction in Medicine and Health Care (HCI4MED), which was our annual topic in 2007, technological performance also increases exponentially in the area of education and work. Learners, teachers and knowledge workers are ubiquitously confronted with new technologies, which are available at constantly lower costs. However, it is obvious that within our e-Society the knowledge acquired at schools and universities – while being an absolutely necessary basis for learning – may prove insufficient to last a whole life time. Working and learning can be viewed as parallel processes, with the result that li- long learning (LLL) must be considered as more than just a catch phrase within our society, it is an undisputed necessity. Today, we are facing a tremendous increase in educational technologies of all kinds and, although the influence of these new te- nologies is enormous, we must never forget that learning is both a basic cognitive and a social process – and cannot be replaced by technology. |
| the false promise of classroom technology: Pushing the Frontier Seng Chee Tan, Horn Mun Cheah, Wenli Chen, Doris Choy, 2017-04-20 This book focuses on the integration of information and communication technologies (ICT) into K-12 education. It documents the authors’ reflections on the approaches and issues that have facilitated implementation of ICT integration in education as well as their experience in integrating ICT in education at multiple levels – policies that empower schools; learning environments that encompass the hardware, services and support systems; school-based teaching and learning frameworks; research and development of ICT-enabled pedagogies and innovative professional development models. |
| the false promise of classroom technology: The SAGE Handbook of Philosophy of Education Richard Bailey, Robin Barrow, David Carr, Christine McCarthy, 2010-03-23 This book provides an authoritative, yet accessible guide to the Philosophy of Education, its scope, its key thinkers and movements, and its potential contribution to a range of educational concerns. The text offers a balanced view of three key dimensions: first, in giving an equal weight to different styles and modes of philosophy; second, by including past and present perspectives on philosophy of education; and third, in covering both the general perennial issues in philosophy and issues of more contemporary concern. Section one of the book exemplifies different styles of philosophy, paying attention to the contemporary debates as to the nature, possibilities and limitations of these different approaches to philosophy of education. Section two is devoted to particular thinkers of the past, and more general coverage of the history of philosophy of education. Section three is dedicated to contemporary philosophic thought on education, providing the basis and reference point for an exploration of contemporary issues. The handbook is designed primarily to be useful to students studying the field of philosophy of education, in the context of the study of educational foundations or theory. But it is also designed to be of use to practising teachers who wish to gain easy access to current philosophical thinking on particular contemporary educational issues, and to educationalists of all types who want a succinct guide to questions relating to the nature, the history, and the current state of the art of philosophy of education. |
| the false promise of classroom technology: Autonorama Peter Norton, 2021-10-21 In Autonorama: The Illusory Promise of High-Tech Driving, historian Peter Norton argues that driverless cars cannot be the safe, sustainable, and inclusive mobility solutions that tech companies and automakers are promising us. The salesmanship behind the driverless future is distracting us from better ways to get around that we can implement now. Unlike autonomous vehicles, these alternatives are inexpensive, safe, sustainable, and inclusive. Norton takes the reader on an engaging ride--from the GM Futurama exhibit to smart highways and vehicles--to show how we are once again being sold car dependency in the guise of mobility. Autonorama is hopeful, advocating for wise, proven, humane mobility that we can invest in now, without waiting for technology that is forever just out of reach. |
| the false promise of classroom technology: An Abundance of Caution David Zweig, 2025-04-22 A searing indictment of the American public health, media, and political establishments’ decision-making process behind pandemic school closures. An Abundance of Caution is a devastating account of the decision-making process behind one of the worst American policy failures in a century—the extended closures of public schools during the pandemic. In fascinating and meticulously reported detail, David Zweig shows how some of the most trusted members of society—from Pulitzer Prize–winning journalists to eminent health officials—repeatedly made fundamental errors in their assessment and presentation of evidence. As a result, for the first time in modern American history, millions of healthy children did not set foot in a classroom for more than a year. Since the spring of 2020, many students in Europe had been learning in person. Even many peers at home—in private schools, and public schools in mostly “red” states and districts—were in class full time from fall 2020 onward. Whatever inequities that existed among American children before the pandemic, the selective school closures exacerbated them, disproportionately affecting the underprivileged. Deep mental, physical, and academic harms—among them, depression, anxiety, abuse, obesity, plummeting test scores, and rising drop-out rates—were endured for no discernible benefit. As Europe had shown very early, after they had sent kids back to class, there was never any evidence that long-term school closures, nor a host of interventions imposed on students when they were in classrooms, would reduce overall cases or deaths in any meaningful way. The story of American schools during the pandemic serves as a prism through which to approach fundamental questions about why and how individuals, bureaucracies, governments, and societies act as they do in times of crisis and uncertainty. Ultimately, this book is not about COVID; it’s about a country ill-equipped to act sensibly under duress. |
| the false promise of classroom technology: Flip Your Classroom Jonathan Bergmann, Aaron Sams, 2012-06-21 Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back! |
| the false promise of classroom technology: The Promise of Access Daniel Greene, 2021-04-06 Why simple technological solutions to complex social issues continue to appeal to politicians and professionals who should (and often do) know better. Why do we keep trying to solve poverty with technology? What makes us feel that we need to learn to code--or else? In The Promise of Access, Daniel Greene argues that the problem of poverty became a problem of technology in order to manage the contradictions of a changing economy. Greene shows how the digital divide emerged as a policy problem and why simple technological solutions to complex social issues continue to appeal to politicians and professionals who should (and often do) know better. |
| the false promise of classroom technology: Cognition, Metacognition, and Culture in STEM Education Yehudit Judy Dori, Zemira R. Mevarech, Dale R. Baker, 2017-12-01 This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes—cognition, metacognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com |
| the false promise of classroom technology: Literacy Enrichment and Technology Integration in Pre-Service Teacher Education Keengwe, Jared, Onchwari, Grace, Hucks, Darrell, 2013-12-31 With the emergence of innovative technologies, the digital nature of learning environments has changed the face of education. The integration of these technologies into classroom instruction is essential for promoting student learning. Literacy Enrichment and Technology Integration in Pre-Service Teacher Education examines the various strategies to resolve the challenges of technology integrations for teachers while offering best practices for transforming education. Focusing on the future of technology integration in education; this book is an essential tool for administrators, technology leaders, faculty, teachers, technology staff, and other educational technology stakeholders in various education-related disciplines. |
| the false promise of classroom technology: Issues in Modern Foreign Languages Teaching Kit Field, 2000 Click on the link below to access this e-book. Please note that you may require an Athens account. |
| the false promise of classroom technology: Battleground: Schools Sandra Mathison, E. Wayne Ross, 2007-12-30 No topic sparks an argument faster among the American public, even with relatively apolitical people, than how their children are taught. In schools across the country, school boards, parents, teachers, and students themselves debate issues ranging from charter schools, to the first amendment rights of students, to the efficacy of the No Child Left Behind Act. School districts in Georgia and Pennsylvania have seen battles over the teaching of evolution; places as diverse as Colorado, Washington, and Kentucky have had debates over how best to protect children while at school. Battleground: Schools provides an in-depth, balanced overview of these controversial topics and enables teachers, students, and their parents to better understand the foundations of these conflicts. |
| the false promise of classroom technology: Horace's Compromise Theodore R. Sizer, 2004 The first report from a study of high schools. |
| the false promise of classroom technology: Bring the World to the Child Katie Day Good, 2020-02-11 How, long before the advent of computers and the internet, educators used technology to help students become media-literate, future-ready, and world-minded citizens. Today, educators, technology leaders, and policy makers promote the importance of “global,” “wired,” and “multimodal” learning; efforts to teach young people to become engaged global citizens and skilled users of media often go hand in hand. But the use of technology to bring students into closer contact with the outside world did not begin with the first computer in a classroom. In this book, Katie Day Good traces the roots of the digital era's “connected learning” and “global classrooms” to the first half of the twentieth century, when educators adopted a range of media and materials—including lantern slides, bulletin boards, radios, and film projectors—as what she terms “technologies of global citizenship.” Good describes how progressive reformers in the early twentieth century made a case for deploying diverse media technologies in the classroom to promote cosmopolitanism and civic-minded learning. To “bring the world to the child,” these reformers praised not only new mechanical media—including stereoscopes, photography, and educational films—but also humbler forms of media, created by teachers and children, including scrapbooks, peace pageants, and pen pal correspondence. The goal was a “mediated cosmopolitanism,” teaching children to look outward onto a fast-changing world—and inward, at their own national greatness. Good argues that the public school system became a fraught site of global media reception, production, and exchange in American life, teaching children to engage with cultural differences while reinforcing hegemonic ideas about race, citizenship, and US-world relations. |
| the false promise of classroom technology: Language Education in Saudi Arabia: Integrating Technology in the Classroom Ali H. Al-Hoorie, Connie Mitchell, Tariq Elyas, 2025-03-14 This volume addresses the pressing need for integrating technology into language learning and teaching practices. In an age where technology shapes every aspect of our lives, educators face the challenge of harnessing its power to enhance language education. This book provides a nuanced exploration of this complex issue, offering practical insights and innovative solutions. It discusses various perspectives on technology's role in language education, from artificial intelligence technology to hybrid learning approaches. It also examines the impact of tools such as the Reading Progress tool on students' reading skills and explores how exposure to language through media influences speaking proficiency. Additionally, the book deals with corpus-based studies and provides a comprehensive systematic review of research on technology and language learning in Saudi Arabia. It also addresses the challenges posed by the COVID-19 pandemic and offers insights into adapting language teaching pedagogy to online environments, ensuring continuity and effectiveness in language education. This book is essential for researchers, policymakers, educators, students, and anyone interested in leveraging technology to revolutionize language education in Saudi Arabia and beyond. |
| the false promise of classroom technology: Technology and Education Sharon Y. Tettegah, Richard C. Hunter, 2006-01-11 Provides a presentation of policies and practices of technology in K12 schools. This book lays out the foundation of what schools should be concerned about involving various aspects of technology and its impact on school administration and teaching. It introduces technology, policy and philosophical discussions on the use of technology in schools. |
| the false promise of classroom technology: Digital Social Studies William B. Russell, 2013-12-01 The world is ever changing and the way students experience social studies should reflect the environment in which they live and learn. Digital Social Studies explores research, effective teaching strategies, and technologies for social studies practice in the digital age. The digital age of education is more prominent than ever and it is an appropriate time to examine the blending of the digital age and the field of social studies. What is digital social studies? Why do we need it and what is its purpose? What will social studies look like in the future? The contributing authors of this volume seek to explain, through an array of ideas and visions, what digital social studies can/should look like, while providing research and rationales for why digital social studies is needed and important. This volume includes twenty-two scholarly chapters discussing relevant topics of importance to digital social studies. The twenty-two chapters are divided into two sections. This stellar collection of writings includes contributions from leading scholars like Cheryl Mason Bolick, Michael Berson, Elizabeth Washington, Linda Bennett, and many more. |
| the false promise of classroom technology: International Encyclopedia of Education , 2009-04-17 The field of education has experienced extraordinary technological, societal, and institutional change in recent years, making it one of the most fascinating yet complex fields of study in social science. Unequalled in its combination of authoritative scholarship and comprehensive coverage, International Encyclopedia of Education, Third Edition succeeds two highly successful previous editions (1985, 1994) in aiming to encapsulate research in this vibrant field for the twenty-first century reader. Under development for five years, this work encompasses over 1,000 articles across 24 individual areas of coverage, and is expected to become the dominant resource in the field. Education is a multidisciplinary and international field drawing on a wide range of social sciences and humanities disciplines, and this new edition comprehensively matches this diversity. The diverse background and multidisciplinary subject coverage of the Editorial Board ensure a balanced and objective academic framework, with 1,500 contributors representing over 100 countries, capturing a complete portrait of this evolving field. A totally new work, revamped with a wholly new editorial board, structure and brand-new list of meta-sections and articles Developed by an international panel of editors and authors drawn from senior academia Web-enhanced with supplementary multimedia audio and video files, hotlinked to relevant references and sources for further study Incorporates ca. 1,350 articles, with timely coverage of such topics as technology and learning, demography and social change, globalization, and adult learning, to name a few Offers two content delivery options - print and online - the latter of which provides anytime, anywhere access for multiple users and superior search functionality via ScienceDirect, as well as multimedia content, including audio and video files |
| the false promise of classroom technology: Hearing on the Reauthorization of the Individuals with Disabilities Education Act United States. Congress. House. Committee on Education and Labor. Subcommittee on Select Education and Civil Rights, 1994 This transcript presents testimony given at a House of Representatives committee hearing on the reauthorization of the Individuals with Disabilities Education Act. Included is the text of an amendment, the Braille Literacy Amendment, which is intended to improve the literacy rate among children with visual impairments. This amendment calls for an individual assessment of each student's literacy skills, establishes teacher competency standards for Braille instruction, and facilitates the production of Braille and digital texts and other materials. Other issues addressed in the hearing include needs of children with attention deficit hyperactivity disorder, issues concerned with the inclusion of students with disabilities in regular classes, personnel development, and discipline of students with disabilities. Organizations represented by statements either delivered or prepared include the American Association of School Administrators, National Association of State Directors of Special Education, and the National School Boards Association. Congressmen involved in the hearing included: Major R. Owens (New York); James A. Traficant, Jr. (Ohio); Charlie Rose (North Carolina); Robert C. Scott (Virginia); and Cliff Stearns (Florida). (DB) |
| the false promise of classroom technology: Captive Audience Catherine Gidney, 2019-04-02 White Spot, a popular BC restaurant chain, solicits hamburger concepts from third and fourth grade students and one of the student’s ideas becomes a feature on the kids’ menu. Home Depot donates playground equipment to an elementary school, and the ribbon-cutting ceremony culminates in a community swathed in corporate swag, temporary tattoos, and a new “Home Depot song” written by a teacher and sung by the children. Kindergarten students return home with a school district-prescribed dental hygiene flyer featuring a maze leading to a tube of Crest toothpaste. Schools receive five cents for each flyer handed to a student. While commercialism has existed in our schools for over a century, the corporate invasion of our schools reached unprecedented heights in the 1990s and 2000s after two decades of federal funding cuts and an increasing tendency to apply business models to the education system. Constant cutbacks have left school trustees, administrators, teachers, and parents with difficult decisions about how to finance programs and support students. Meanwhile, studies on the impact of advertising and consumer culture on children make clear that the effects are harmful both to the individual child and the broader culture. Captive Audience explores this compelling history of branding the classroom in Canada. |
| the false promise of classroom technology: Hearing on the Reauthorization of the Individuals with Disabilities Education Act (IDEA) United States. Congress. House. Committee on Education and Labor. Subcommittee on Select Education and Civil Rights, 1994 |
| the false promise of classroom technology: Scripted Bodies Kenneth Saltman, 2016-07-28 From drugging kids into attention and reviving behaviorism to biometric measurements of teaching and learning Scripted Bodies exposes a brave new world of education in the age of repression. Scripted Bodies examines how corporeal control has expanded in education, how it impacts the mind and thinking, and the ways that new technologies are integral to the expansion of control. Scripted Bodies contends that this rise in repression must be understood in relation to the broader economic, political, and cultural forces that have produced an increasingly authoritarian society. This book details how these new forms of corporeal control shut down the possibility of public schools developing as places where thinking becomes the organizing principle needed to contribute to a more equal, just, and democratic society. |
| the false promise of classroom technology: Education Transformation Ron Packard, 2013-11-19 Education Transformation, authored by the leading expert in customized online education, Ron Packard, shows why technology is critical to the future of education and the future of our nation’s children. We can no longer afford to lag, the benefits of technology must be harnessed for the benefit of students nationwide and around the globe. It is an imperative. One size does not fit all in education – Education Transformation shows us how technology can be used to accommodate individual’s needs rather than making each student force fit into the traditional classroom model which works for many but not for all. Like so many other modern conveniences, education can benefit from technological advancement, and only technology can provide personalized instruction affordably. Education Transformation has never been needed more than today. It is the future of education and of our nation’s children. |
| the false promise of classroom technology: Disrupting the Digital Humanities Dorothy Kim, Jesse Stommel, 2018 All too often, defining a discipline becomes more an exercise of exclusion than inclusion. Disrupting the Digital Humanities seeks to rethink how we map disciplinary terrain by directly confronting the gatekeeping impulse of many other so-called field-defining collections. What is most beautiful about the work of the Digital Humanities is exactly the fact that it can't be tidily anthologized. In fact, the desire to neatly define the Digital Humanities (to filter the DH-y from the DH) is a way of excluding the radically diverse work that actually constitutes the field. This collection, then, works to push and prod at the edges of the Digital Humanities - to open the Digital Humanities rather than close it down. Ultimately, it's exactly the fringes, the outliers, that make the Digital Humanities both lovely and rigorous. This collection does not constitute yet another reservoir for the new Digital Humanities canon. Rather, our aim is less about assembling content as it is about creating new conversations. Building a truly communal space for the digital humanities requires that we all approach that space with a commitment to: 1) creating open and non-hierarchical dialogues; 2) championing non-traditional work that might not otherwise be recognized through conventional scholarly channels; 3) amplifying marginalized voices; 4) advocating for students and learners; and 5) sharing generously to support the work of our peers. TABLE OF CONTENTS // Cathy N. Davidson, Preface: Difference is Our Operating System Dorothy Kim and Jesse Stommel, Disrupting the Digital Humanities: An Introduction I. Etymology Adeline Koh, A Letter to the Humanities: DH Will Not Save You Audrey Watters, The Myth and the Millennialism of 'Disruptive Innovation' Meg Worley, The Rhetoric of Disruption: What are We Doing Here? Jesse Stommel, Public Digital Humanities II. Identity Jonathan Hsy and Rick Godden, Universal Design and Its Discontents Angel Nieves, DH as 'Disruptive Innovation' for Restorative Social Justice: Virtual Heritage and 3D Reconstructions of South Africa's Township Histories Annemarie Perez, Lowriding through the Digital Humanities III. Jeremiad Mongrel Coalition Against Gringpo, Gold Star for You, Mongrel Dream Library Michelle Moravec, Exceptionalism in Digital Humanities: Community, Collaboration, and Consensus Matt Thomas, The Trouble with ProfHacker Sean Michael Morris, Digital Humanities and the Erosion of Inquiry IV. Labor Moya Bailey, #transform(ing)DH Writing and Research: An Autoethonography of Digital Humanities and Feminist Ethics Kathi Inman Berens and Laura Sanders, DH and Adjuncts: Putting the Human Back into the Humanities Liana Silva Ford, Not Seen, Not Heard Spencer D. C. Keralis, Disrupting Labor in Digital Humanities; or, The Classroom Is Not Your Crowd V. Networks Maha Bali, The Unbearable Whiteness of the Digital Eunsong Kim, The Politics of Visibility Bonnie Stewart, Academic Influence: The Sea of Change VI. Play Edmond Y Chang, Playing as Making Kat Lecky, Humanizing the Interface Robin Wharton, Bend Until It Breaks: Digital Humanities and Resistance VII. Structure Chris Friend, Outsiders, All: Connecting the Pasts and Futures of Digital Humanities and Composition Lee Skallerup-Bessette, W(h)ither DH? New Tensions, Directions, and Evolutions in the Digital Humanities Chris Bourg, The Library is Never Neutral Fiona Barnett, After the Digital Humanities, or, a Postscript Conclusion Dorothy Kim, #DecolonizeDH or A Practical Guide to Making DH Less White |
| the false promise of classroom technology: Parenting for Peace Marcy Axness, 2012-01-30 If we really want to change the world, let's raise a generation hardwired for peace and innovation. Marcy Axness details a unique seven-step, seven-principle matrix for helping children achieve self-regulation, self-reflection, trust, and empathy. These qualities are the result of dynamic interactions between genetics and environment, beginning before the child is even born: foundations for this level of health begin forming during the prenatal period, and some aspects of optimal development are influenced as early as conception. |
| the false promise of classroom technology: The Art of Critical Making Rosanne Somerson, Mara Hermano, 2013-09-11 Describes the world's leading approach to art and design taught at Rhode Island School of Design At Rhode Island School of Design students are immersed in a culture where making questions, ideas, and objects, using and inventing materials, and activating experience all serve to define a form of critical thinking—albeit with one's hands—i.e. critical making. The Art of Critical Making, by RISD faculty and staff, describes fundamental aspects of RISD's approach to critical making and how this can lead to innovation. The process of making taught at RISD is deeply introspective, passionate, and often provocative. This book illuminates how RISD nurtures the creative process, from brief or prompt to outcome, along with guidance on the critical questions and research that enable making great works of art and design. Explores the conceptual process, idea research, critical questions, and iteration that RISD faculty employ to educate students to generate thoughtful work Authors are from the faculty and staff of the Rhode Island School of Design, which consistently ranks as the number one fine arts and design college in the United States The Art of Critical Making shows you how context, materials, thought processes, and self-evaluation are applied in this educational environment to prepare creative individuals to produce dynamic, memorable, and meaningful works. |
FALSE Synonyms: 318 Similar and Opposite Words - Merriam-Webster
Synonyms for FALSE: erroneous, inaccurate, incorrect, wrong, misleading, untrue, untruthful, distorted; Antonyms of FALSE: true, correct, proper, accurate, valid, right, factual, sound
False - definition of false by The Free Dictionary
Contrary to fact or truth: false tales of bravery. 2. Deliberately untrue: delivered false testimony under oath. 3. Arising from mistaken ideas: false hopes of writing a successful novel. 4. …
FALSE definition and meaning | Collins English Dictionary
If something is false, it is incorrect, untrue, or mistaken. It was quite clear the President was being given false information by those around him. You do not know whether what you're told is true …
FALSE | definition in the Cambridge Learner’s Dictionary
FALSE meaning: 1. not true or correct: 2. not real, but made to look or seem real: 3. not sincere or expressing…. Learn more.
What does False mean? - Definitions.net
What does False mean? This dictionary definitions page includes all the possible meanings, example usage and translations of the word False. Untrue, not factual, factually incorrect. …
false - Wiktionary, the free dictionary
1 day ago · false (comparative more false, superlative most false) In a dishonest and disloyal way; falsely. 1610–1611 (date written) , William Shakespeare , “ The Tempest ”, in Mr. William …
false - WordReference.com Dictionary of English
based on mistaken, erroneous, or inconsistent impressions, ideas, or facts: false pride. used as a substitute or supplement, esp. temporarily: false supports for a bridge. Biology having a …
FALSE Definition & Meaning | Dictionary.com
False definition: not true or correct; erroneous.. See examples of FALSE used in a sentence.
False Definition & Meaning - YourDictionary
False definition: Contrary to fact or truth.
false adjective - Definition, pictures, pronunciation and usage …
false not true or correct; wrong because it is based on something that is not true or correct: A whale is a fish. True or false? She gave false information to the insurance company.
FALSE Synonyms: 318 Similar and Opposite Words - Merriam-Webster
Synonyms for FALSE: erroneous, inaccurate, incorrect, wrong, misleading, untrue, untruthful, distorted; Antonyms of FALSE: true, correct, proper, accurate, valid, right, factual, sound
False - definition of false by The Free Dictionary
Contrary to fact or truth: false tales of bravery. 2. Deliberately untrue: delivered false testimony under oath. 3. Arising from mistaken ideas: false hopes of writing a successful novel. 4. …
FALSE definition and meaning | Collins English Dictionary
If something is false, it is incorrect, untrue, or mistaken. It was quite clear the President was being given false information by those around him. You do not know whether what you're told is true …
FALSE | definition in the Cambridge Learner’s Dictionary
FALSE meaning: 1. not true or correct: 2. not real, but made to look or seem real: 3. not sincere or expressing…. Learn more.
What does False mean? - Definitions.net
What does False mean? This dictionary definitions page includes all the possible meanings, example usage and translations of the word False. Untrue, not factual, factually incorrect. …
false - Wiktionary, the free dictionary
1 day ago · false (comparative more false, superlative most false) In a dishonest and disloyal way; falsely. 1610–1611 (date written) , William Shakespeare , “ The Tempest ”, in Mr. William …
false - WordReference.com Dictionary of English
based on mistaken, erroneous, or inconsistent impressions, ideas, or facts: false pride. used as a substitute or supplement, esp. temporarily: false supports for a bridge. Biology having a …
FALSE Definition & Meaning | Dictionary.com
False definition: not true or correct; erroneous.. See examples of FALSE used in a sentence.
False Definition & Meaning - YourDictionary
False definition: Contrary to fact or truth.
false adjective - Definition, pictures, pronunciation and usage …
false not true or correct; wrong because it is based on something that is not true or correct: A whale is a fish. True or false? She gave false information to the insurance company.
