Oversold and underused: computers in the classroom (Record no. 386158)
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000 -LEADER | |
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fixed length control field | 02106cam a22001694a 4500 |
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
fixed length control field | 010212s2001 mau b 001 0 eng |
020 ## - INTERNATIONAL STANDARD BOOK NUMBER | |
International Standard Book Number | 9780674011090 |
082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER | |
Classification number | 371.334 |
Item number | C8O9 |
100 1# - MAIN ENTRY--PERSONAL NAME | |
Personal name | Cuban, Larry |
9 (RLIN) | 306112 |
245 10 - TITLE STATEMENT | |
Title | Oversold and underused: computers in the classroom |
Statement of responsibility, etc. | Cuban, Larry |
260 ## - PUBLICATION, DISTRIBUTION, ETC. | |
Place of publication, distribution, etc. | Cambridge |
Name of publisher, distributor, etc. | Harvard University Press |
Date of publication, distribution, etc. | 2001 |
300 ## - PHYSICAL DESCRIPTION | |
Extent | 250 p. |
520 ## - SUMMARY, ETC. | |
Summary, etc. | Impelled by a demand for increasing American strength in the new global economy, many educators, public officials, business leaders, and parents argue that school computers and Internet access will improve academic learning and prepare students for an information-based workplace.<br/>But just how valid is this argument? In Oversold and Underused, one of the most respected voices in American education argues that when teachers are not given a say in how the technology might reshape schools, computers are merely souped-up typewriters and classrooms continue to run much as they did a generation ago. In his studies of early childhood, high school, and university classrooms in Silicon Valley, Larry Cuban found that students and teachers use the new technologies far less in the classroom than they do at home, and that teachers who use computers for instruction do so infrequently and unimaginatively.<br/>Cuban points out that historical and organizational economic contexts influence how teachers use technical innovations. Computers can be useful when teachers sufficiently understand the technology themselves, believe it will enhance learning, and have the power to shape their own curricula. But these conditions can’t be met without a broader and deeper commitment to public education beyond preparing workers. More attention, Cuban says, needs to be paid to the civic and social goals of schooling, goals that make the question of how many computers are in classrooms trivial.<br/>(http://www.hup.harvard.edu/catalog.php?isbn=9780674011090) |
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
Topical term or geographic name entry element | Computer - Assisted instruction - United States - History |
650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
Topical term or geographic name entry element | Educational technology - United States - Evaluation |
942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
Koha item type | Book |
Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Collection code | Home library | Current library | Shelving location | Date acquired | Source of acquisition | Cost, normal purchase price | Total Checkouts | Total Renewals | Full call number | Barcode | Date last seen | Date last checked out | Cost, replacement price | Price effective from | Koha item type |
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Dewey Decimal Classification | Non-fiction | Ahmedabad | Ahmedabad | 12/11/2014 | Astha Book Agency | 1294.00 | 1 | 2 | 371.334 C8O9 | 187109 | 20/08/2015 | 14/11/2014 | 1617.50 | 11/11/2014 | Book |