000 03841nam a22004575i 4500
001 978-1-4020-2799-4
003 DE-He213
005 20161121230620.0
007 cr nn 008mamaa
008 100301s2005 ne | s |||| 0|eng d
020 _a9781402027994
_9978-1-4020-2799-4
024 7 _a10.1007/1-4020-2799-0
_2doi
050 4 _aL1-991
072 7 _aJN
_2bicssc
072 7 _aEDU000000
_2bisacsh
082 0 4 _a370
_223
245 1 0 _aUpon What Does the Turtle Stand?
_h[electronic resource] :
_bRethinking Education for the Digital Age /
_cedited by Aharon Aviram, Janice Richardson.
264 1 _aDordrecht :
_bSpringer Netherlands,
_c2005.
300 _aXV, 256 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aThe Globalizers -- ICT-in-Education Policies and Implementation in Singapore and Other Asian Countries -- Confronting the Challenge of the Information and Knowledge Society in Developing Countries -- The Reformists -- The Turtle Stands on an Emerging Educational Paradigm -- Portable Computing Challenges Schooling -- Thus Spake Venitia -- Professional Development for Teachers and Quality in School Education -- Literacy, or the Art of Integration -- The Humanists -- Recreation -- What Kind of Technologies for What Kind of Education? -- Policy, Practice and the’ space’ in Between -- Why Should Children go to School? -- Digital Inclusion in Brazil -- Towards a New Canon in Education -- The Heretic -- Visions, Values, Technologies and Schools.
520 _aThis book brings together the reflections of independent researchers from around the world. Sixteen authors from fourteen countries present their views on the use of information and communication technology (ICT) in education, offering valuable insights through the examination of current issues relevant to the future of education. What will education be in tomorrow’s world? How can ICT be used without rendering education a purely technical process? How can we succeed the renovation of educational subjects without transforming them into technical objects? The introductory chapter of this publication guides us into the essays through a classification organized by the editors to illustrate different attitudes to technologies: • The ‘Globalizers’ see the integration of ICT and education as a means of enhancing the competitiveness of their society in a global economy; • The ‘Reformists’ see it as a means of bringing about significant change in didactics in the various disciplines, and even in the ‘basics’ of education; • The ‘Humanists’ consider technologies as possible catalysts for changing the aims and values of education from learni- oriented to humanistic; • The ‘Heretic’ sees values and aims as being determined exclusively by technology, and economy and culture as s- products of the technology-guided process. He therefore does not see any sense in interrogations as to which aims should guide us in integrating technology with education. Obviously, some arguments stretch across all four categories without completely matching any so-called type.
650 0 _aEducation.
650 0 _aEducational technology.
650 0 _aEducation
_xPhilosophy.
650 1 4 _aEducation.
650 2 4 _aEducation, general.
650 2 4 _aEducational Technology.
650 2 4 _aEducational Philosophy.
700 1 _aAviram, Aharon.
_eeditor.
700 1 _aRichardson, Janice.
_eeditor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9781402027987
856 4 0 _uhttp://dx.doi.org/10.1007/1-4020-2799-0
912 _aZDB-2-SHU
950 _aHumanities, Social Sciences and Law (Springer-11648)
999 _c501416
_d501416