This is the third and final volume in a series published since 1991. It focuses specifically on the use of computers in the classroom, and attempts to raise a range of educational questions, both directly and indirectly, on their deployment in teaching and learning. The key question is "what is it that teachers (and, through them, their pupils) need to know (and, thereby, be able to do) to become technologically literate?" It has become obvious that purely skills-based courses do not serve the teachers' best interest. By ...
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This is the third and final volume in a series published since 1991. It focuses specifically on the use of computers in the classroom, and attempts to raise a range of educational questions, both directly and indirectly, on their deployment in teaching and learning. The key question is "what is it that teachers (and, through them, their pupils) need to know (and, thereby, be able to do) to become technologically literate?" It has become obvious that purely skills-based courses do not serve the teachers' best interest. By starting with technology rather than educational concerns, teachers are in danger of being trapped into time consuming technicism rather than clarifying precisely why they are doing it. The authors of this book argue that the "how" associated with skills training must always be secondary to the "why" associated with technological literacy. The book is aimed at BEd, MEd undergraduate and postgraduate courses on education and technology, curriculum development and sociology of education.
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Seller's Description:
This is an ex-library book and may have the usual library/used-book markings inside. This book has soft covers. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item, 450grams, ISBN: 1850006458.
