Using Technology To Support Educational Reform
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| Author | : Barbara Means |
| Publisher | : |
| Total Pages | : 118 |
| Release | : 1993 |
| Genre | : Computer-assisted instruction |
| ISBN | : |
Many critics of American education see technology as an important tool in bringing about the kind of revolutionary changes called for in new reform efforts. Consequently, support for the use of technology to promote fundamental reform appears to be reaching a new high. Following an introduction describing elements of school reform, Chapter 2 describes how technology can support the kinds of student learning described in a model of reform presented in Chapter 1. Chapter 3 describes the ways that technology can support student learning as defined by education reformers, and Chapter 4 describes ways in which technology can support teacher efforts to promote student learning. Chapter 5 reviews the literature on the effects of technology on student learning outcomes. The final chapter deals with issues of implementation for projects attempting education reform supported by technology. Three tables and two figures summarize information about technology and reform. (Contains 192 references.) (SLD)
| Author | : Barbara Means |
| Publisher | : |
| Total Pages | : 120 |
| Release | : 1993 |
| Genre | : Computer-assisted instruction |
| ISBN | : |
Many critics of American education see technology as an important tool in bringing about the kind of revolutionary changes called for in new reform efforts. Consequently, support for the use of technology to promote fundamental reform appears to be reaching a new high. Following an introduction describing elements of school reform, Chapter 2 describes how technology can support the kinds of student learning described in a model of reform presented in Chapter 1. Chapter 3 describes the ways that technology can support student learning as defined by education reformers, and Chapter 4 describes ways in which technology can support teacher efforts to promote student learning. Chapter 5 reviews the literature on the effects of technology on student learning outcomes. The final chapter deals with issues of implementation for projects attempting education reform supported by technology. Three tables and two figures summarize information about technology and reform. (Contains 192 references.) (SLD)
| Author | : Barbara Means |
| Publisher | : DIANE Publishing |
| Total Pages | : 198 |
| Release | : 1998 |
| Genre | : Educational change |
| ISBN | : 0788126326 |
Addresses the question of whether technology can provide significant support for constructivist, project-based teaching and learning approaches and the associated issue of the elements needed for an effective implementation of technology within an educational reform context. Includes case studies of 9 sites that have been using technology in ways that enhance a restructuring of the classroom around students' needs and project-based activities. Sites selected were those that emphasized education reform and provided challenging, authentic activities for students from economically disadvantaged backgrounds. Illustrated.
| Author | : Terry M. Moe |
| Publisher | : John Wiley and Sons |
| Total Pages | : 222 |
| Release | : 2009-07-15 |
| Genre | : Education |
| ISBN | : 0470568097 |
Praise for Liberating Learning "Moe and Chubb have delivered a truly stunning book, rich with the prospect of how technology is already revolutionizing learning in communities from Midland, Pennsylvania to Gurgaon, India. At the same time, this is a sobering telling of the realpolitik of education, a battle in which the status quo is well defended. But most of all, this book is a call to action, a call to unleash the power of technological innovation to create an education system worthy of our aspirations and our childrens' dreams." Ted Mitchell, CEO of the New Schools Venture Fund "As long as we continue to educate students without regard for the way the real world works, we will continue to limit their choices. In Liberating Learning, Terry Moe and John Chubb push us to ask the questions we should be asking, to have the hard conversations about how far technology can go to advance student achievement in this country." Michelle Rhee, Chancellor of Education for the Washington, D.C. schools "A brilliant analysis of how technology is destined to transform America's schools for the better: not simply by generating new ways of learning, but also and surprisingly by unleashing forces that weaken its political opponents and open up the political process to educational change. A provocative, entirely novel vision of the future of American education." Rick Hanushek, the Paul and Jean Hanna Senior Fellow at the Hoover Institution, Stanford University "Terry Moe and John Chubb, two long-time, astute observers of educational reform, see technology as the way to reverse decades of failed efforts. Technology will facilitate significantly more individualized student learning and perhaps most importantly, technology will make it harder and harder for the entrenched adult interests to block the reforms that are right for our kids. This is a provocative, informative and, ultimately, optimistic read, something we badly need in public education." Joel Klein, Chancellor of the New York City schools
| Author | : Nancy Walser |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2011 |
| Genre | : Computer-assisted instruction |
| ISBN | : 9781934742891 |
This edited volume covers the range of critical trends in the use of computers and other devices for classroom teaching, online learning, professional development, school improvement, and student assessment. Spotlight on Technology in Education draws on expert sources including teacher-leaders, librarians, researchers, and trainers who share their best advice on helping students to evaluate Web resources and leverage the Internet and computer programs for collaborative experiences and engaging, motivating lessons. This volume also delves into emerging practices and research in online professional development, computerized testing, and hybrid schooling. Contributors include Kristina Cowan, Colleen Gillard, James Paul Gee, Robert Rothman, David Saltman, and Brigid Schulte.
| Author | : Yong Zhao |
| Publisher | : Corwin Press |
| Total Pages | : 117 |
| Release | : 2021-06-30 |
| Genre | : Education |
| ISBN | : 1506377386 |
The future of education centers empowered students in a global learning ecosystem. Despite decades of reform, the traditional borders of education—graduation, curriculum, classrooms, schools—have failed to deliver on the goals of excellence and equity. Despite massive societal changes, education remains controlled by an old mindset. It is time to change that limiting mindset and, more importantly, the ineffective practices in education. To truly serve all learners, future classrooms must remove the boundaries of learning and become student-centered, culturally responsive, and personalized—supportive and equitable environments where each student can direct their own learning and seek multiple pathways to skills and knowledge in a global learning ecosystem. This compelling call for transformative change offers all involved in education Evidence-based arguments that reveal the need to break the traditional borders that limit learning Strategies to personalize learning and remove the confinement of traditional pathways Examples from around the world to create equitable and student-centric learning environments Resources for creating a school learning environment that expands opportunities for personalized learning into the global learning ecosystem It is time to now imagine a different kind of learning, without borders, and to begin the shifts in practice that will result in personalized learning for all students.
| Author | : John Merrow |
| Publisher | : The New Press |
| Total Pages | : 260 |
| Release | : 2017-08-15 |
| Genre | : Education |
| ISBN | : 1620972433 |
The prize-winning PBS correspondent's provocative antidote to America's misguided approaches to K-12 school reform During an illustrious four-decade career at NPR and PBS, John Merrow—winner of the George Polk Award, the Peabody Award, and the McGraw Prize—reported from every state in the union, as well as from dozens of countries, on everything from the rise of district-wide cheating scandals and the corporate greed driving an ADD epidemic to teacher-training controversies and America's obsession with standardized testing. Along the way, he taught in a high school, at a historically black college, and at a federal penitentiary. Now, the revered education correspondent of PBS NewsHour distills his best thinking on education into a twelve-step approach to fixing a K–12 system that Merrow describes as being "addicted to reform" but unwilling to address the real issue: American public schools are ill-equipped to prepare young people for the challenges of the twenty-first century. This insightful book looks at how to turn digital natives into digital citizens and why it should be harder to become a teacher but easier to be one. Merrow offers smart, essential chapters—including "Measure What Matters," and "Embrace Teachers"—that reflect his countless hours spent covering classrooms as well as corridors of power. His signature candid style of reportage comes to life as he shares lively anecdotes, schoolyard tales, and memories that are at once instructive and endearing. Addicted to Reform is written with the kind of passionate concern that could come only from a lifetime devoted to the people and places that constitute the foundation of our nation. It is a "big book" that forms an astute and urgent blueprint for providing a quality education to every American child.
| Author | : Guorui Fan |
| Publisher | : Springer Nature |
| Total Pages | : 394 |
| Release | : 2020-06-10 |
| Genre | : Education |
| ISBN | : 981138343X |
This open access handbook brings together the latest research from a wide range of internationally influential scholars to analyze educational policy research from international, historical and interdisciplinary perspectives. By effectively breaking through the boundaries between countries and disciplines, it presents new theories, techniques and methods for contemporary education policy, and illustrates the educational policies and educational reform practices that various countries have introduced to meet the challenges of continuous change. This volume focuses on policies and changes in schools and classrooms. The studies on school changes present the differences in the policies and challenges of K-12 schools and universities in different countries and regions, and in connection with the contradictions and conflicts between tradition and modernization, as well as the changing roles of various stakeholders, especially that of teachers. In terms of curriculum and instruction, many countries have undertaken experiments and introduced changes based on two major themes: “what to teach” and “how to teach”. International education assessments represented by PISA not only promote the improvement and extensive application of educational assessment and testing techniques, but have also had far-reaching impacts on education policies and education reforms in many countries. Focusing on the changes in educational policies at the micro level, this volume comprehensively reveals the complex interactions between school organizations, teachers, curricula, teaching and learning, evaluation and other elements within the education system, as well as the latest related reforms worldwide.
| 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.
| Author | : Esther Quintero |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2017 |
| Genre | : Education and state |
| ISBN | : 9781682530382 |
Teaching in Context provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organizations that support them in comprehensive and coordinated ways. The studies featured in the book suggest an alternative approach to enhancing teacher quality: creating conditions and school structures that facilitate the transmission and sharing of knowledge among teachers, allowing teachers to work together effectively, and capitalizing on what we know about how educators learn and improve. The chapters in this book point to the need to reevaluate current policies for assessing and ensuring teacher effectiveness, and establish the foundation for a more thoughtful, research-informed approach. "What a wonderful collection of diverse voices in this book, all sounding a similar message. Successful schools encourage and support purposeful collaboration among adults and they focus on students. In these schools, teachers feel more rewarded for their efforts and students learn more. Practitioners and researchers understand these findings. Now, let's build education policies that enable them." --John Q. Easton, vice president of programs, Spencer Foundation "Teaching in Context is a call to action--one to which Esther Quintero and her colleagues invite us to imagine, build, nurture, and protect a profession and culture fueled by supportive networks that produce more trust and less churn." --Ralph R. Smith, managing director, Campaign for Grade-Level Reading Esther Quintero is a senior fellow at the Albert Shanker Institute. Andy Hargreaves is the Brennan Chair in Education at Boston College.
