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ERIC Number: ED332672
Record Type: Non-Journal
Publication Date: 1991
Pages: 40
Abstractor: N/A
Reference Count: N/A
Images in Action. Learning Tomorrow: Linking Technology and Restructuring.
National Foundation for the Improvement of Education, Washington, DC.
Focusing on the use of advanced technologies in classrooms to reshape the educational environment in which students learn, this report on Phase II of the Learning Tomorrow program contains brief descriptions of the most promising educational practices submitted by teachers in response to two nation-wide calls for Innovation in Practice. The report begins with background image and two discussions: "Starting Points" and "Technology: A Catalyst for Restructuring." An outline of 12 common themes or elements of alternative organization of education identified in Phase I ("Images of Potential") introduce descriptions of the 17 promising practices featured in this report: (1) Connections: the Cross-District Classroom; (2) Informed Students Make a Difference; (3) Channel Seven Kids News; (4) World 2000; (5) Learning in a Tech Room; (6) Agriscience with a Laptop; (7) MATEC for Success: Reaching At-Risk Students; (8) High Tech Art; (9) A New Language, a Proud Cultural Heritage; (10) Home and Hospital Learning Environments; (11) Cooperative Learning at West Anchorage High; (12) Kids Together: Writing across Grade Levels; (13) An Educational Role for Computer Games; (14) The Science Project Hotline; (15) Fairy tales from the Heart; (16) Forecasting the Future; and (17) The Future of History. Each description includes the school in which the practice took place, the grade level, the students involved, subject, technology required, and contact persons. Brief discussions of the educational trends and issues suggested by these practices conclude the report. (DB)
National Foundation for the Improvement of Education Publications, PO Box 509, West Haven, CT 06519 ($4.00).
Publication Type: Opinion Papers; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Foundation for the Improvement of Education, Washington, DC.