Lexington Books
Pages: 296
•
Trim: 6¼ x 9
978-0-7391-1371-4 • Hardback • December 2007 • $133.00 • (£102.00)
978-0-7391-1372-1 • Paperback • February 2010 • $57.99 • (£45.00)
978-0-7391-5452-6 • eBook • December 2007 • $55.00 • (£42.00)
David W. Kritt is associate professor in the Department of Education at the College of Staten Island-CUNY. Lucien T. Winegar is professor of Psychology and dean in the School of Natural and Social Sciences at Susquehanna University.
Chapter 1 Preface
Part 2 Defining the Problem
Chapter 3 Chapter 1. Technological determinism and human agency
Chapter 4 Chapter 2. Plus ca change, plus c'est la meme chose: Considering the probable futures of education technology
Part 5 Thinking and Learning
Chapter 6 Chapter 3. An Activity Theory perspective on educational technology and learning
Chapter 7 Chapter 4. Learning is scaffolded construction
Chapter 8 Chapter 5. Silent creativity and non-creative talk: Fascination with technologies as a meta-presentational error
Part 9 Representing the World
Chapter 10 Chapter 6. Software for educating aboriginal children about place
Chapter 11 Chapter 7. Pinboards and books: Juxtaposing, Learning and Materiality
Chapter 12 Chapter 8. Approaches to creative new media
Part 13 Engagements - Virtual and Otherwise
Chapter 14 Chapter 9. A tale of two settings: The historical arc of two computer-based after-school programs for children
Chapter 15 Chapter 10. Making learning whole: How technology can enable holistic learning environments
Chapter 16 Chapter 11. Some thoughts on the economics of education delivery
Chapter 17 Chapter 12. Education that transforms and liberates: Media, artistic activity, and pedagogy
Part 18 Reflections
Chapter 19 Chapter 13. Will IT matter and how? Critical observations on strategic locatiosn for information technology in higher education
Chapter 20 Chapter 14. Critical perspectives, possible futures
...taken as a whole they contribute significantly to a conversation that, in the era of hype surrounding IT, is all too often ignored.
— Stanley Aronowitz, CUNY Graduate Center, author of From the Ashes of the Old: American Labor and America's Future
Education and Technology... offers a truly learner-centered and learning-centered approach to educational technology. In substantial and interdisciplinary ways it carefully builds a foundation not just for rethinking the potential for technology inlight of educational principles but, more importantly, rethinking teaching and learning in light of technology's potential. Now that technology is both so ubiquitous in our culture and has—as the volume points out—underachieved educationally, it ismore important than ever to keep fundamental questions about its potential in the foreground of discussions about the future of education and learning. This volume makes an important contribution to that ongoing conversation by offering rich contexts forrevisiting these key questions, whether through cognitive psychology, philosophy, activity theory and many other perspectives. More importantly, it models an intelligent and stimulating way of approaching these questions. Through essays that build on and speak to one another, this volume critiques the potential of technology not as a foil for one extreme position or the other, but with a careful eye on the capabilities of educational technology to foster the most important and progressive educational va
— Randall Bass, Georgetown University
Learning is a set of tensions... My pinboard isn't of general interest, and I mention it only because it illustrates the permissive possibilities of working on a surface, flexibly...
— John Law, from his chapter, Pinboards and Books: Juxtaposing, Learning, and Materiality
Education and Technology... offers a truly learner-centered and learning-centered approach to educational technology. In substantial and interdisciplinary ways it carefully builds a foundation not just for rethinking the potential for technology in light of educational principles but, more importantly, rethinking teaching and learning in light of technology's potential. Now that technology is both so ubiquitous in our culture and has—as the volume points out—"underachieved" educationally, it is more important than ever to keep fundamental questions about its potential in the foreground of discussions about the future of education and learning. This volume makes an important contribution to that ongoing conversation by offering rich contexts for revisiting these key questions, whether through cognitive psychology, philosophy, activity theory and many other perspectives. More importantly, it models an intelligent and stimulating way of approaching these questions. Through essays that build on and speak to one another, this volume critiques the potential of technology not as a foil for one extreme position or the other, but with a careful eye on the capabilities of educational technology to foster the most important and progressive educational values bearing on learning, intellectual development, and creativitiy.
— Randall Bass, Georgetown University