Visions of Sugarplums: The Future of Technology, Education, and the Schools
by Stephen T. Kerr - 1999
So in education, the possibility (and desirability) of creating and using technologically based systems for teaching, learning, and provision of educational services are typically seen as basically transparent questions. Should we install large numbers of computers in the nation's classrooms? Should children use on those computers widely available commercial software packages (word processors, spreadsheets, databases, etc.)? Should we encourage the design, creation, and installation of a variety of new, multimedia instructional programs? Should we connect increasing numbers of schools, teachers, and students to the Internet? In almost every case, we answer "yes" before we can fully comprehend the costs or time involved, much less the more fundamental issues of learning, development, or social organization where the impact of these decisions may be felt.
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