Educational Computing At The University Of Michigan
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| Author | : Rajesh Veeraraghavan |
| Publisher | : Oxford University Press |
| Total Pages | : 257 |
| Release | : 2021-12-16 |
| Genre | : Political Science |
| ISBN | : 0197567819 |
Diving into an original and unusually positive case study from India, Patching Development shows how development programs can be designed to work. How can development programs deliver benefits to marginalized citizens in ways that expand their rights and freedoms? Political will and good policy design are critical but often insufficient due to resistance from entrenched local power systems. In Patching Development, Rajesh Veeraraghavan presents an ethnography of one of the largest development programs in the world, the Indian National Rural Employment Guarantee Act (NREGA), and examines NREGA's implementation in the South Indian state of Andhra Pradesh. He finds that the local system of power is extremely difficult to transform, not because of inertia, but because of coercive counter strategy from actors at the last mile and their ability to exploit information asymmetries. Upper-level NREGA bureaucrats in Andhra Pradesh do not possess the capacity to change the power axis through direct confrontation with local elites, but instead have relied on a continuous series of responses that react to local implementation and information, a process of patching development. Patching development is a top-down, fine-grained, iterative socio-technical process that makes local information about implementation visible through technology and enlists participation from marginalized citizens through social audits. These processes are neither neat nor orderly and have led to a contentious sphere where the exercise of power over documents, institutions and technology is intricate, fluid and highly situated. A highly original account with global significance, this book casts new light on the challenges and benefits of using information and technology in novel ways to implement development programs.
| Author | : Kevin Kee |
| Publisher | : University of Michigan Press |
| Total Pages | : 347 |
| Release | : 2014-03-10 |
| Genre | : Education |
| ISBN | : 0472900234 |
In the field of history, the Web and other technologies have become important tools in research and teaching of the past. Yet the use of these tools is limited—many historians and history educators have resisted adopting them because they fail to see how digital tools supplement and even improve upon conventional tools (such as books). In Pastplay, a collection of essays by leading history and humanities researchers and teachers, editor Kevin Kee works to address these concerns head-on. How should we use technology? Playfully, Kee contends. Why? Because doing so helps us think about the past in new ways; through the act of creating technologies, our understanding of the past is re-imagined and developed. From the insights of numerous scholars and teachers, Pastplay argues that we should play with technology in history because doing so enables us to see the past in new ways by helping us understand how history is created; honoring the roots of research, teaching, and technology development; requiring us to model our thoughts; and then allowing us to build our own understanding.
| Author | : MARK GUZDIAL |
| Publisher | : Springer Nature |
| Total Pages | : 147 |
| Release | : 2022-05-31 |
| Genre | : Computers |
| ISBN | : 3031022165 |
Computing education is in enormous demand. Many students (both children and adult) are realizing that they will need programming in the future. This book presents the argument that they are not all going to use programming in the same way and for the same purposes. What do we mean when we talk about teaching everyone to program? When we target a broad audience, should we have the same goals as computer science education for professional software developers? How do we design computing education that works for everyone? This book proposes use of a learner-centered design approach to create computing education for a broad audience. It considers several reasons for teaching computing to everyone and how the different reasons lead to different choices about learning goals and teaching methods. The book reviews the history of the idea that programming isn't just for the professional software developer. It uses research studies on teaching computing in liberal arts programs, to graphic designers, to high school teachers, in order to explore the idea that computer science for everyone requires us to re-think how we teach and what we teach. The conclusion describes how we might create computing education for everyone.
| Author | : Silvia M. Lindtner |
| Publisher | : Princeton University Press |
| Total Pages | : 302 |
| Release | : 2020-09-15 |
| Genre | : Business & Economics |
| ISBN | : 0691179484 |
A vivid look at China’s shifting place in the global political economy of technology production How did China’s mass manufacturing and “copycat” production become transformed, in the global tech imagination, from something holding the nation back to one of its key assets? Prototype Nation offers a rich transnational analysis of how the promise of democratized innovation and entrepreneurial life has shaped China’s governance and global image. With historical precision and ethnographic detail, Silvia Lindtner reveals how a growing distrust in Western models of progress and development, including Silicon Valley and the tech industry after the financial crisis of 2007–8, shaped the rise of the global maker movement and the vision of China as a “new frontier” of innovation. Lindtner’s investigations draw on more than a decade of research in experimental work spaces—makerspaces, coworking spaces, innovation hubs, hackathons, and startup weekends—in China, the United States, Africa, Europe, Taiwan, and Singapore, as well as in key sites of technology investment and industrial production—tech incubators, corporate offices, and factories. She examines how the ideals of the maker movement, to intervene in social and economic structures, served the technopolitical project of prototyping a “new” optimistic, assertive, and global China. In doing so, Lindtner demonstrates that entrepreneurial living influences governance, education, policy, investment, and urban redesign in ways that normalize the persistence of sexism, racism, colonialism, and labor exploitation. Prototype Nation shows that by attending to the bodies and sites that nurture entrepreneurial life, technology can be extricated from the seemingly endless cycle of promise and violence. Cover image: Courtesy of Cao Fei, Vitamin Creative Space and Sprüth Magers
| Author | : Kathleen Tyner |
| Publisher | : Routledge |
| Total Pages | : 304 |
| Release | : 2014-04-08 |
| Genre | : Education |
| ISBN | : 1135690855 |
An exploration of the jucture between media education and educational technology, for communication educators, education administrators
| Author | : Joel Bloch |
| Publisher | : University of Michigan Press ELT |
| Total Pages | : 270 |
| Release | : 2008 |
| Genre | : Education |
| ISBN | : |
Grounded in applied linguistics research and composition theory and practice,Technologies in the Second Language Composition Classroomencourages teachers to explore the role technology can play in the acquisition of writing for second language students. This research-based volume supports the incorporation of technology into classrooms, providing students with motivation and tools to develop their writing skills. The book provides not only an intellectually engaging perspective on the on-going debates regarding technologically enhanced writing and writing pedagogy, but it also delves in to the technologies themselves, from blogs and blogging to computer-mediated discourse and concordancing. Technology is a growing and rapidly evolving presence in academia, and Joel Bloch brings an informed approach to understanding its place and potential benefits in the classroom. Each chapter includes reflection questions that will help individual readers apply the theories and ideas to their own classrooms. This book will interest ESL teachers in training, teacher educators, current ESL instructors, and researchers and scholars in the area of ESL writing and technology.
| Author | : John E. Laird |
| Publisher | : MIT Press |
| Total Pages | : 391 |
| Release | : 2019-08-20 |
| Genre | : Computers |
| ISBN | : 0262538539 |
The definitive presentation of Soar, one AI's most enduring architectures, offering comprehensive descriptions of fundamental aspects and new components. In development for thirty years, Soar is a general cognitive architecture that integrates knowledge-intensive reasoning, reactive execution, hierarchical reasoning, planning, and learning from experience, with the goal of creating a general computational system that has the same cognitive abilities as humans. In contrast, most AI systems are designed to solve only one type of problem, such as playing chess, searching the Internet, or scheduling aircraft departures. Soar is both a software system for agent development and a theory of what computational structures are necessary to support human-level agents. Over the years, both software system and theory have evolved. This book offers the definitive presentation of Soar from theoretical and practical perspectives, providing comprehensive descriptions of fundamental aspects and new components. The current version of Soar features major extensions, adding reinforcement learning, semantic memory, episodic memory, mental imagery, and an appraisal-based model of emotion. This book describes details of Soar's component memories and processes and offers demonstrations of individual components, components working in combination, and real-world applications. Beyond these functional considerations, the book also proposes requirements for general cognitive architectures and explicitly evaluates how well Soar meets those requirements.
| Author | : David Niemi |
| Publisher | : IAP |
| Total Pages | : 268 |
| Release | : 2018-08-01 |
| Genre | : Education |
| ISBN | : 1641133716 |
This book provides a comprehensive introduction by an extraordinary range of experts to the recent and rapidly developing field of learning analytics. Some of the finest current thinkers about ways to interpret and benefit from the increasing amount of evidence from learners’ experiences have taken time to explain their methods, describe examples, and point out new underpinnings for the field. Together, they show how this new field has the potential to dramatically increase learner success through deeper understanding of the academic, social-emotional, motivational, identity and meta-cognitive context each learner uniquely brings. Learning analytics is much more than “analyzing learning data”—it is about deeply understanding what learning activities work well, for whom, and when. Learning Analytics in Education provides an essential framework, as well as guidance and examples, for a wide range of professionals interested in the future of learning. If you are already involved in learning analytics, or otherwise trying to use an increasing density of evidence to understand learners’ progress, these leading thinkers in the field may give you new insights. If you are engaged in teaching at any level, or training future teachers/faculty for this new, increasingly technology-enhanced learning world, and want some sense of the potential opportunities (and pitfalls) of what technology can bring to your teaching and students, these forward-thinking leaders can spark your imagination. If you are involved in research around uses of technology, improving learning measurements, better ways to use evidence to improve learning, or in more deeply understanding human learning itself, you will find additional ideas and insights from some of the best thinkers in the field here. If you are involved in making administrative or policy decisions about learning, you will find new ideas (and dilemmas) coming your way from inevitable changes in how we design and deliver instruction, how we measure the outcomes, and how we provide feedback to students, teachers, developers, administrators, and policy-makers. For all these players, the trick will be to get the most out of all the new developments to efficiently and effectively improve learning performance, without getting distracted by “shiny” technologies that are disconnected from how human learning and development actually work.
| Author | : Nicholas John Rushby |
| Publisher | : Routledge |
| Total Pages | : 160 |
| Release | : 2019-05-28 |
| Genre | : Education |
| ISBN | : 100002248X |
In both education and training, teachers are faced with many and varied problems relating to their teaching and their students’ learning. Educational technology, in its widest sense, provides teachers with methods and tools which, if properly used, can alleviate some of these problems. The computer is one such tool, offering, within certain limitations, some possible solutions. Originally published in 1979, this book describes the use of the computer as a resource and as a manager in education and training. It discusses the use, potential and limitations of this technology in helping the teacher and trainer. Beginning with a consideration of the role of the computer as a mediator in the flow of information between the student and his learning environment, the book goes on to look at Computer Assisted Learning from an educational viewpoint, the strength and weaknesses of a number of different media, and the problems of managing modular courses and course structures and handling information on students’ performance and progress. A chapter on informatics and education addresses the problem of what both teachers and students should know about computers, while the final chapter examines the practical problems of prompting and organising the appropriate use of this technology.
| Author | : Larry CUBAN |
| Publisher | : Harvard University Press |
| Total Pages | : 258 |
| Release | : 2009-06-30 |
| Genre | : Education |
| ISBN | : 0674030109 |
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.
