ERIC Number: ED365310
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Classroom Dynamics: Implementing a Technology-Based Learning Environment.
Mandinach, Ellen B.; Cline, Hugh F.
This book is a preliminary report on a technology innovation project. The objective of the overall research project is to introduce change in schools using a computer-based curriculum innovation for teaching higher order thinking skills to middle- and high-school students. Chapter 1 presents a historical account of the design and implementation of the systems thinking project in a high school in Vermont. Chapter 2 provides a description of the expansion of the project to include a network of two middle schools and four high schools. Chapter 3 describes components of the systems thinking approach, including the theory, the hardware, and the software. Chapter 4 reviews the problems, issues, questions, and dilemmas encountered in the project. In chapter 5, a matrix of teacher patterns of adaptation to technology is developed, and vignettes of prototypic project participants are presented, detailing the ways they employ systems thinking in their instructional activities. Chapter 6 explores the future research agenda for the project and suggests that the methods will continue to undergo change and refinement. The last section of chapter 6 draws out preliminary policy implications from the project for the future of the teaching profession. The volume has three appendices which include descriptions of eight schools participating in the project, a draft model of a computer-based curriculum innovation, and a list of past and present participating teachers and project directors. (TMK)
Descriptors: Computer Assisted Instruction, Curriculum Development, Educational Change, Educational Innovation, Elementary School Students, Intermediate Grades, Middle Schools, Secondary Education, Secondary School Students, Thinking Skills
Lawrence Erlbaum Associates, Suite 102, 365 Broadway, Hillsdale, NJ 07642 ($49.95).
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A