LEADER 03915nam 2200589Ia 450 001 9910778191503321 005 20221108041559.0 010 $a0-674-03010-9 024 7 $a10.4159/9780674030107 035 $a(CKB)1000000000786773 035 $a(StDuBDS)AH23050657 035 $a(SSID)ssj0000217168 035 $a(PQKBManifestationID)11181494 035 $a(PQKBTitleCode)TC0000217168 035 $a(PQKBWorkID)10202347 035 $a(PQKB)10370557 035 $a(Au-PeEL)EBL3300336 035 $a(CaPaEBR)ebr10315841 035 $a(OCoLC)923110617 035 $a(DE-B1597)571759 035 $a(DE-B1597)9780674030107 035 $a(MiAaPQ)EBC3300336 035 $a(EXLCZ)991000000000786773 100 $a20010212d2001 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aOversold and underused$b[electronic resource] $ecomputers in the classroom /$fLarry Cuban 210 $aCambridge, MA $cHarvard University Press$dc2001 215 $a1 online resource (256 p. )$cill 300 $aOriginally published: 2001. 311 $a0-674-00602-X 311 $a0-674-01109-0 320 $aIncludes bibliographical references (p. 202-242) and index. 327 $aIntroduction: Reforming Schools through Technology 1. The Setting 2. Cyberteaching in Preschools and Kindergartens 3. High-Tech Schools, Low-Tech Learning 4. New Technologies in Old Universities 5. Making Sense of Unexpected Outcomes 6. Are Computers in Schools Worth the Investment? Appendix: Rationale for Choices of School Levels Notes Acknowledgments Index 330 $aMany educators and parents argue that school computers and Internet access will improve learning and prepare students for an information-based workplace. This book contests that when teachers are not given a say in how the technology might reshape schools, computers have little impact. 330 $bImpelled 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. 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. 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. 606 $aComputer-assisted instruction$zUnited States$xHistory 606 $aEducational technology$zUnited States$xEvaluation 615 0$aComputer-assisted instruction$xHistory. 615 0$aEducational technology$xEvaluation. 676 $a371.334 700 $aCuban$b Larry$01474232 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910778191503321 996 $aOversold and underused$93687790 997 $aUNINA