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There are numerous publications about education and technology. What is missing is a balanced appraisal of the values and cognitive skills technology promotes and those it devalues. This is important for education because the way we teach influences how children think, and it is of more general importance for the evolution of society. If we wait until these issue are definitively resolved and have noticeable societal effects, it will inevitably be too late. Hence the need for informed debate now.
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 PrefacePart 2 Defining the ProblemChapter 3 Chapter 1. Technological determinism and human agencyChapter 4 Chapter 2. Plus ca change, plus c'est la meme chose: Considering the probable futures of education technologyPart 5 Thinking and LearningChapter 6 Chapter 3. An Activity Theory perspective on educational technology and learningChapter 7 Chapter 4. Learning is scaffolded constructionChapter 8 Chapter 5. Silent creativity and non-creative talk: Fascination with technologies as a meta-presentational errorPart 9 Representing the WorldChapter 10 Chapter 6. Software for educating aboriginal children about placeChapter 11 Chapter 7. Pinboards and books: Juxtaposing, Learning and MaterialityChapter 12 Chapter 8. Approaches to creative new mediaPart 13 Engagements - Virtual and OtherwiseChapter 14 Chapter 9. A tale of two settings: The historical arc of two computer-based after-school programs for childrenChapter 15 Chapter 10. Making learning whole: How technology can enable holistic learning environmentsChapter 16 Chapter 11. Some thoughts on the economics of education deliveryChapter 17 Chapter 12. Education that transforms and liberates: Media, artistic activity, and pedagogyPart 18 ReflectionsChapter 19 Chapter 13. Will IT matter and how? Critical observations on strategic locatiosn for information technology in higher educationChapter 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.
