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ERIC Number: ED525735
Record Type: Non-Journal
Publication Date: 2011-Nov
Pages: 256
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-0-8077-5272-X
ISSN: N/A
The Learning Edge: What Technology Can Do to Educate All Children. Technology, Education--Connections (TEC) Series
Bain, Alan; Weston, Mark E.
Teachers College Press
After billions of dollars, thousands of studies, and immeasurable effort by educators at all levels, why is the performance of students and teachers so unaffected by technology? Moreover, what should be done to extract genuine benefit from the information and communication technology (ICT) revolution? In this groundbreaking book, technology and education experts Alan Bain and Mark Weston provide research-based evidence for how the widespread application of ICT can provide powerful learning opportunities that lead to lasting gains and achievement. They show how the integrated use of technology at all levels of the educational system can greatly expand collaborative learning opportunities by giving all educational stakeholders powerful problem-solving tools and solutions. The approaches presented here are grounded in over twenty years of experience working with classroom teachers, school leaders, association members, and policymakers. Book features include: (1) A strategic blueprint for using commonly available technology tools to drive measurable and sustainable change in education; (2) Vignettes of classrooms and schools successfully using technology across the curriculum; (3) A solutions-oriented presentation, including practical examples of alternative courses of action at all levels of the education system; and (4) A concluding section at the end of each chapter that summarizes key ideas. [Foreword by John Hattie.]
Teachers College Press. 1234 Amsterdam Avenue, New York, NY 10027. Tel: 800-575-6566; Fax: 802-864-7626; e-mail: tcp.orders@aidcvt.com; Web site: http://www.tcpress.com
Publication Type: Books; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A