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[null,"1.","Record Nr.",null,"UNINA9910461820003321"]
[null,null,"Autore",null,"Moss Mark Howard <1962->"]
[null,null,"Titolo",null,"Education and its discontents [[electronic resource] ] : teaching, the humanities, and the importance of a liberal education in the age of mass information / / Mark Moss"]
[null,null,"Pubbl/distr/stampa",null,"Lanham, : Lexington Books, 2012"]
[null,null,"ISBN",null,"1-283-39385-9"]
[{"$nulls":4},"9786613393852"]
[{"$nulls":4},"0-7391-6989-0"]
[null,null,"Descrizione fisica",null,"1 online resource (213 p.)"]
[null,null,"Disciplina",null,"370.11/2"]
[null,null,"Soggetti",null,"Education, Humanistic - United States"]
[{"$nulls":4},"Humanities - Study and teaching (Higher) - United States"]
[{"$nulls":4},"Education - Effect of technological innovations on - United States"]
[{"$nulls":4},"Electronic books."]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"Contents; Introduction; Chapter 01. Blackboard Jungles; Chapter 02. That's Just Too Much Information; Chapter 03. \"It Isn't What It Used To Be\"; Chapter 04. Streaming Video?; Chapter 05. The Sanctity of the Educational Space; Chapter 06. What, No Overhead?; Chapter 07. Rethinking Censorship in an Age of Desensitization; Chapter 08. \"Where Do I Go? Why Am I Here?\"; Chapter 09. Selected Notes on the History of Higher Education; Chapter 10. High School Confidential; Chapter 11. Why Computers and Web-Based Technology Are Good; Conclusion; Bibliography; Index"]
[null,null,null,"Sommario/riassunto","\"Education and Its Discontents: Teaching, the Humanities, and the Importance of a Liberal Education in the Age of Mass Information, by Mark Moss, is an exploration of how the traditional educational environment, particularly in the post-secondary world, is changing as a consequence of the influx of new technology. Students now have access to myriad of technologies that instead of supplementing the educational process, have actually taken it over. Faculty who do not adapt face enormous obstacles, and those who do adapt run the risk of eroding the integrity of what they have been trained to teach. Moss discusses that it is now not only how we learn, but what we continue to teach, and how that enormously important legacy is protected\"-- "]
[{"$nulls":4},"Provided by publisher."]