Technology in Education: Looking toward 2020

By Raymond S. Nickerson; Philip P. Zodhiates | Go to book overview

11 Educational Technology and School Organization

DAVID K. COHEN Michigan State University


INTRODUCTION

It is plain from the newspapers and trade journals that the new technology is the educational phenomenon of the moment. American schools always seem to have at least one such animal in residence, and microcomputers may retain this favored position for some time. But it also seems likely that this new technology will not work precisely as its sponsors hope: Perhaps it will not be adopted as widely as they wish--or more quickly, or widely, than anticipated. In addition, many teachers will not use it in the prescribed doses. Evaluations, of course, will show that the new technology is "working" for some schools and students, but "not working" for many others. Educators and policymakers will want to know why. Researchers will be invited to investigate and explain.

Readers with an acute attack of deja vu may stop here, feeling that they have been on this roller coaster before. But that is one point of this chapter: Barring any unexpected and amazing developments, this new educational technology will become embroiled in problems of adoption and use. We may be able to learn something about these problems from a consideration of similar problems in the past--the problems that Americans are now in the process of forgetting. New technology, after all, is an old educational enchantment. One part of the story begins late in the 19th century, when the rise of a new industrial technology excited imaginations everywhere. Educators thought that new methods of production already had increased what managers, citizens, and even ordinary workers needed to know, and they envisioned much greater

-231-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this book

This book has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this book

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited page

Bookmark this page
Technology in Education: Looking toward 2020
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
/ 334

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Author Advanced search

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.