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ERIC Number: EJ919652
Record Type: Journal
Publication Date: 2010-Apr
Pages: 8
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0003-0945
Connecting to the Future
Kennedy, Mike
American School & University, v82 n9 p14-21 Apr 2010
For the generation of people whose classroom memories consist of chalk squeaking on a blackboard, weather-beaten textbooks and a ready supply of sharpened No. 2 pencils, the resources available to students in many 21st-century American schools may seem unfamiliar, even amazing. Computer networks with access to the Internet--wired or wireless--have become commonplace. Instead of a chalkboard or its less dusty successor, the dry-erase board, many classrooms have interactive whiteboards that connect to computers and enable a teacher to project class notes, World Wide Web pages and other data that can be revised on the screen and saved for later review by students. Many schools provide students with access to online versions of textbooks to supplement or replace the printed versions. A draft of The National Education Technology Plan 2010, released in March by the Education Department envisions America's schools totally immersed in technological advances that will produce better prepared students, more effective teaching, more authentic assessments of student performance, more accessible learning resources and more productive school systems. The examples of schools and universities using technology to enhance learning are encouraging, but the National Education Technology Plan 2010 makes it clear that the U.S. education system needs to take better advantage of the technological opportunities that can make learning more appealing to students and improve their academic performance. The premise at the foundation of the plan is that technology has become inextricably entwined in the lives of most Americans, but the nation's education system has not yet embraced technology to a comparable degree, and because of that, is not reaping the benefits that such innovations can provide. The technology plan seeks to bring about a transformation in teaching--from working mostly in isolation to a model of "connected teaching." For the connected teaching model to take hold, reluctant instructors must embrace change and overcome their apprehension about incorporating technology into their jobs.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A