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008 191130s2006 ne sb 001 0 eng d
020 _a9789087903428
_q(electronic book)
020 _z9789077874806
_q(print)
024 7 _a10.1163/9789087903428
_2DOI
035 _a(OCoLC)666975012
040 _aNL-LeKB
_cNL-LeKB
_erda
050 4 _aLB1028.5
072 7 _aJN
_2bicssc
072 7 _aEDU
_x000000
_2bisacsh
082 0 4 _a371.3344
_223
100 1 _aZandvliet, David B.,
_eauthor.
245 1 0 _aEducation is Not Rocket Science :
_ba The Case for Deconstructing Computer Labs in Schools /
_cDavid B. Zandvliet.
246 3 _aThe Case for Deconstructing Computer Labs in Schools
264 1 _aLeiden;
_aBoston :
_bBrill | Sense,
_c2006.
300 _a1 online resource
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_2rdacarrier
490 1 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
505 0 0 _aPreliminary Material /
_rDavid B. Zandvliet , Barry Fraser and C.A. Bowers -- Technology and explosive change /
_rDavid B. Zandvliet , Barry Fraser and C.A. Bowers -- Deconstructing the computer lab /
_rDavid B. Zandvliet , Barry Fraser and C.A. Bowers -- Education is not rocket science /
_rDavid B. Zandvliet , Barry Fraser and C.A. Bowers -- Social learning environments and labs /
_rDavid B. Zandvliet , Barry Fraser and C.A. Bowers -- Ecology of the built environment /
_rDavid B. Zandvliet , Barry Fraser and C.A. Bowers -- Getting to the end of the computer lab /
_rDavid B. Zandvliet , Barry Fraser and C.A. Bowers -- References /
_rDavid B. Zandvliet , Barry Fraser and C.A. Bowers.
520 _aThe dominance of computer labs in our schools is the result of a long struggle among teachers and technicians for control of precious computer resources. As technicians gain power and influence, this is expressed in the ‘row on row of machines’ installed in literally thousands of computer labs in schools around the world. While labs are in some ways, ideal for learning about technology or computer programming, they somehow seem ill equipped to assist teachers with a lesson on language arts, geography or for helping students conduct a scientific experiment. As a result, the huge investment in computers seems like so much wasted potential: labs are not influencing teaching in the ways we had hoped for, and in fact, their use may even be harmful to students. These observations are based on five years of experience as the director of a centre for educational technology at a leading Canadian university and, on the results of three international studies I conducted in Australia, Canada and Malaysia. A reversal of the current ‘techno- trend’ would mean teachers would reclaim computers for ‘their own’ classrooms, and relegate the idea of the computer lab to the scrap heap of history. As educators, we need to discard the ‘once size fits all’strategy which computer labs imply about teachers’ instructional needs. This is reinforced by the apparent failure of computers to transform teachers’ practice despite significant investments in computer technologies. Some critics describe this as a ‘management problem’ as computer labs reinforce ‘top down’ ways of thinking about knowledge. Unfortunately, once such models are adopted, undesirable uses of technology—such as the computer lab—become entrenched in a bureaucratic mindset, limiting the effectiveness of these expensive tools to support teaching and learning.
588 _aDescription based on print version record.
650 0 _aComputer-assisted instruction.
776 0 8 _iPrint version:
_tEducation is Not Rocket Science: The Case for Deconstructing Computer Labs in Schools,
_dLeiden Boston : Brill | Sense, 2006
_w9789077874806
830 0 _aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856 4 _zDOI:
_uhttp://dx.doi.org/10.1163/9789087903428
999 _c48249
_d48249