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Will Technology Really Change Education?: From Blackboard to Web (Critical Issues in Teacher Education Series)
by Todd W. Kent, Robert McNergney
Product Group: Book
Publisher: Corwin Press (1998-11-24)
ISBN: 0803966563
EAN: 9780803966567
Dewey Decimal #: 371.33
Binding/Media: Paperback - 80 pages
Edition: 1
SKU: 0904040007
Condition: Used: Very Good
Comments: clean and unmarked interior, name on bottom, light shelf rubsone bent page tip - Thanks!
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Editorial Reviews
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Product Description
From the series, Critical Issues in Teacher Education, published in conjunction with the American Association of Colleges for Teacher Education. Kent and McNergney explore the issues raised by current efforts to infuse technology into educational systems, including what we know about current use of technology in schools and the role technology may play in the future of teacher education.
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Customer Reviews
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Technology will change education!
Rating  (5)
Date: 2003-04-14
The question in the title is very intriguing. The authors did a very good job at looking at expectations and reality. They continued with the discussion of the historical context, what is currently going on, and then looking towards the future of Educational Technology. The authors of the book continue to be free-thinking in the use of technology in the educational field. This book focuses on the influence of higher education on technology and learning. Many references to standards and accredited organizations were referenced in the book. The references help put in context the ideas of change in perspective with reasons that they are needed. One sentence in the whole book struck me as an area of intrigue, "Good ideas, not necessarily new technological developments, guide the way." All educators need to model the integration of technology and not as a standalone activity. Teacher Education departments were especially emphasized in creating change in the modeling if infused, transparent technology. The intent is to allow the technology to be secondary to the primary function of education. Patterns of change in technology were emphasized in the book. The acceptance of technology appears to depend on the degree in which it demonstrates pedagogical flexibility, supports teacher control, and is accessible. The authors mentioned film, radio, and television and compared them with the technologies in education today. As the book looks into the future, it referenced how educators must be able to make informed decisions in choosing the appropriate media for the given instructional tasks. Kent and McNergney infuse the book with excellent real-world examples as well as how future technologies will help change the classroom setting. I would highly suggest this book to others who are looking for suggestions as to how educators can best proceed to take advantage of technology in the future.
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Technology will change education!
Rating (5)
Date: 2003-04-14
1 out of 1 customers found this reveiw helpful
The question in the title is very intriguing. The authors did a very good job at looking at expectations and reality. They continued with the discussion of the historical context, what is currently going on, and then looking towards the future of Educational Technology. The authors of the book continue to be free-thinking in the use of technology in the educational field. This book focuses on the influence of higher education on technology and learning. Many references to standards and accredited organizations were referenced in the book. The references help put in context the ideas of change in perspective with reasons that they are needed. One sentence in the whole book struck me as an area of intrigue, "Good ideas, not necessarily new technological developments, guide the way." All educators need to model the integration of technology and not as a standalone activity. Teacher Education departments were especially emphasized in creating change in the modeling if infused, transparent technology. The intent is to allow the technology to be secondary to the primary function of education. Patterns of change in technology were emphasized in the book. The acceptance of technology appears to depend on the degree in which it demonstrates pedagogical flexibility, supports teacher control, and is accessible. The authors mentioned film, radio, and television and compared them with the technologies in education today. As the book looks into the future, it referenced how educators must be able to make informed decisions in choosing the appropriate media for the given instructional tasks. Kent and McNergney infuse the book with excellent real-world examples as well as how future technologies will help change the classroom setting. I would highly suggest this book to others who are looking for suggestions as to how educators can best proceed to take advantage of technology in the future.
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