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Recapturing Technology for Education
- Keeping Tomorrow in Today's Classrooms
Engelsk
Bogcover for Recapturing Technology for Education af Bernard Percy, Mark Gura, 9781578861095
Specifikationer
Sprog:
Engelsk
Sider:
200
ISBN-13:
9781578861095
Indbinding:
Paperback
ISBN-10:
1578861098
Udg. Dato:
17 jan 2005
Størrelse i cm:
22,9 x 16,4 x 1,6
Oplagsdato:
17 jan 2005
Forfatter(e):

Recapturing Technology for Education

- Keeping Tomorrow in Today's Classrooms
Engelsk
Paperback 2005
Format:

Bog beskrivelse
Despite significant investment of funds, time, and effort in bringing computers, the Internet, and related technologies into our classrooms, educators have turned their back on these new power tools of the intellect. School is the last remaining institution to keep 21st Century technology at arms distance. How can technology be used to enrich and enhance traditional approaches to instruction? How does it move teaching into new territory? What actions need to be taken in order to successfully transform our schools to effective, technology-supported learning environments? Why has this happened and what can be done to reverse it? Recapturing Technology for Education answers these questions. It re-establishes the legitimacy and urgency of tapping technology to make our schools relevant and effective once again. This book explores the reasons why educators have resisted making the leap to a technology-supported brand of teaching and learning, and it will provide an education worthy of 21st Century children. Includes: Interviews and quotes of experts in the field, References, reviews, and recommendations of free resources available to educators. Written for both education professionals and lay persons, it will also be useful to all who are interested in understanding Instructional Technology and unleashing its potential to positively impact.
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Specifikationer
Sprog:
Engelsk
Sider:
200
ISBN-13:
9781578861095
Indbinding:
Paperback
ISBN-10:
1578861098
Udg. Dato:
17 jan 2005
Størrelse i cm:
22,9 x 16,4 x 1,6
Oplagsdato:
17 jan 2005
Forfatter(e):
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