ERIC Number: ED530732
Record Type: Non-Journal
Publication Date: 2012-Apr
Abstractor: As Provided
Reference Count: N/A
Review of "Teachers in the Age of Digital Instruction"
Huerta, Luis A.
National Education Policy Center
The Fordham Institute's "Teachers in the Age of Digital Instruction" is an advocacy document outlining a vision for how technology might transform the teaching profession. The report's rationale is based on claims that the current education system lacks the capacity to support the revolutionary changes needed to unleash the technological innovations of online instruction that will yield increased effectiveness and efficiency. The report explains that effective teachers are central to the demands of online instruction and will be even more necessary in the digital age than in the current system. It asserts that the elements that constitute effective teaching can be broken down into discrete skills and then packaged and distributed to a wider group of learners via digital media. Harnessing the talents of effective teachers will be critical in both meeting the needs of students and in making teaching a "true profession" (p. 2) through increased specialization and tiered salary structures. While the report addresses an important topic, it provides little or no empirical research evidence to support the claim that digital age technologies will improve the education system. Without sufficient or adequate use of evidence to support its claims, the report amounts to only a vision of what changes might be necessary as the digital revolution comes of age in public education. (Contains 17 notes and references.) [This paper reviews "Teachers in the Age of Digital Instruction. Creating Sound Policy for Digital Learning. A Working Paper Series from the Thomas B. Fordham Institute" (ED527018).]
Descriptors: Evidence, Electronic Learning, Teaching (Occupation), Teacher Effectiveness, Educational Technology, Public Education, Computer Assisted Instruction, Web Based Instruction, Instructional Effectiveness, Influence of Technology, Educational Policy, Knowledge Base for Teaching, Teaching Skills, Educational Change, Merit Pay, Salary Wage Differentials, Teaching Conditions, Technology Integration, Research Problems, Educational Research, Policy Analysis
National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: firstname.lastname@example.org; Web site: http://nepc.colorado.edu
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Sponsor: Great Lakes Center for Education Research and Practice
Authoring Institution: University of Colorado at Boulder, National Education Policy Center
Identifiers - Location: Florida; Massachusetts; New York; Tennessee