Teaching and Technology: The Impact of Unlimited Information Access on Classroom Teaching: Proceedings of a National Forum at Earlham College

By Evan Ira Farber; Forum on Teaching and Technology | Go to book overview
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from regular class time. This use of technology can be implemented with cheap computers and modems -- though of course it is better if students can create and send pictures, animation, spreadsheets, and the like.

The urge to get that latest, best technology is understandable, and even commendable. Students need to be prepared for the technology they will meet in the outside world. Unfortunately, we often feel we need "X" technology because it is new and sexy. To avoid this urge, I suggest we establish firm non-technical goals for what we want to do with this neat technology. Once we've determined those non-technical goals, we should insist that they are implemented and we should check up on them regularly. If we do this faithfully, the technology will help us teach rather than frustrate or frighten us.


REFERENCES

Becker H. J., and C. W. Sterling. "Equity in School Computer Use: National Data and Neglected Considerations." Journal of Educational Computing Research 3 ( 1987): 289-311.

Cuban L. Teachers and Machines: The Classroom Use of Technology Since 1920. New York: Teachers College Press, 1986.

Kiesler S., and L. Sproull. Computing and Change on Campus. New York: Cambridge Press, 1987.

Kraute R., S. Koch, and S. Sumais. "Computer's Impact on Productivity and Quality of Work-Life: Methodological and Conceptual Difficulties." Communications of the ACM. In press.

Rogers E. M. Diffusion of Innovations. New York: Free Press, 1983.

Schonfield J. W., and D. Verban. "Computer Usage in the Teaching of Mathematics: Issues Which Need Answers." In Effective Mathematics Teachings, ed. by D. Grouws and T. Cooney, 169-193. Hillsdale, NJ: Erlbaum, 1988.

Shotton M. A. Computer Addiction? A Study of Computer Dependency. New York: Taylor & Francis, 1989.

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