Topics

AdministrationViolenceSupervisionLeadership

Adult EducationCorp. Training and Continuing Ed.LiteracyTransformative Learning

Assessment & EvaluationProgram EvaluationAlternative AssessmentGradingStandardized Testing

Social ContextHistory of SchoolingPhilosophyUrban EducationEconomics and School-to-workRural EducationSociology of EducationWar and EducationPost-Industrial Education

CounselingSecondary SchoolsCollege Advising

CurriculumControlArtsSocial StudiesHealth and NutritionLanguage ArtsMathematicsPeace StudiesScience

DiversityRace and EthnicityAt-Risk StudentsSpecial NeedsGender and Sexuality

Early Childhood EducationPre-School and Child CareEarly Childhood Development

Higher EducationAdmissions and TuitionFacultyStudent and Community Life

International EducationComparative EducationEducational Development

LearningCognitionParental InfluenceEducational Psychology

PolicyReformCharters & VouchersHigh-Stakes TestingStandardsAthletes and AcademicsDropoutsIndependent SchoolsPhilanthropyPoliticsReligionTracking

Research MethodsQualitative MethodsSurvey ResearchExperimental ResearchLibrariesWriting for Publication

Teacher EducationProfessional DevelopmentSchools of EducationStudent Teaching

TeachingTeaching ProfessionSupply and DemandWorking Conditions

TechnologyTechnology in the ClassroomDistance LearningTechnology EducationPublishing and CommunicationOnline Publishing

IntersectionsPolicy and Teaching Practice

Discussion
What Do We Do in the Meantime? Naive Academic Discourse brilliant contrast of the "iron cage of modernity" contrasted with the humane and organic anthropological approach "Addiction" or "Insanity": Changing the grammar of schooling SHG comments on Gregory Review
more >>

Announcements

[conference] Five Years of Post-Katrina Educational Refrom

Multiple Childhoods/Multidisciplinary Perspectives: Interrogating Normativity in Childhood Studies

Call for Proposal - Social Studies Conference

CALL FOR CHAPTER PROPOSALS: THE WORLD BANK’S EDUCATION POLICY DEVELOPMENT AND REVISION

Equity and Social Justice Conference: Richard Stockton College of NJ

CfP: BJSEP

new listserve: Exploring Childhood Studies

make a post | more >>

Shift to the Future: Rethinking Learning with New Technologies in Education

reviewed by Richard E. West � August 14, 2007

Title: Shift to the Future: Rethinking Learning with New Technologies in Education
Author(s): Nicola Yelland
Publisher: Taylor & Francis, London
ISBN: 0415953197, Pages: 200, Year: 2007
Search for book at Amazon.com

In education, it is popular to espouse a theory of the “new learning” or to claim that societies have changed and schools have not. Perhaps because this has been done before, parents, teachers, and administrators may feel that educational researchers are just “crying wolf” when claiming that something new and important has changed in the ways people are learning or working. However, there can be little doubt that society has indeed made an important shift with the explosion of the Information Age. Banahan & Playfoot (2004) believe that with the abundance of information available at our fingertips, our society has shifted to become a “creative economy” that rewards creativity and innovation, more than industriousness and that "intellectual productivity is the new currency" (p. 128). As evidence, they cite that between 1996 and 2001 the number of patent applications increased by 68.3%. Charles Reigeluth (1994) has also argued that since the... (preview truncated at 150 words.)

To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Cite This Article as: Teachers College Record, Date Published: August 14, 2007
http://www.tcrecord.org ID Number: 14579, Date Accessed: 9/2/2010 10:37:15 PM

Purchase Reprint Rights for this article or review

Article Tools
Email this article Print this article Post a Comment

Related Discussion

Post a Comment \| Read All

About the Author
Richard West University of Georgia E-mail Author RICARD WEST is a doctoral candidate in the Educational Psychology and Instructional Technology Department at the University of Georgia. His research has focused on the integration of community-building technologies into formal and informal learning environments, and the evaluation of educational settings. He has taught classes in instructional design, program evaluation, and technology integration. His research and teaching is described in more detail at http://the-wests.net/rick.

Member Center
	Welcome! Sign-in Submit My Work TCR @ Your Library Book Reviews @ Your Library

In Print

This Month's Issue
Back Issues:

Friends