000			03729nam a22004935i 4500
001			189452
003			IT-RoAPU
005			20221214232441.0
006			m|||||o||d||||||||
007			cr || ||||||||
008			220131t20222001mau fo d z eng d
020			_a9780674030107 _qPDF
024	7		_a10.4159/9780674030107 _2doi
035			_a(DE-B1597)9780674030107
035			_a(DE-B1597)571759
040			_aDE-B1597 _beng _cDE-B1597 _erda
050		4	_aLB1028.5 _b.C77 2001eb
072		7	_aEDU010000 _2bisacsh
082	0	4	_a371.33/4 _222
084			_aonline - DeGruyter
100	1		_aCuban, Larry _eautore
245	1	0	_aOversold and Underused : _bComputers in the Classroom / _cLarry Cuban.
264		1	_aCambridge, MA : _bHarvard University Press, _c[2022]
264		4	_c©2001
300			_a1 online resource (256 p.)
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
347			_atext file _bPDF _2rda
505	0	0	_tFrontmatter -- _tCONTENTS -- _tIntroduction: Reforming Schools through Technology -- _t1. The Setting -- _t2. Cyberteaching in Preschools and Kindergartens -- _t3. High-Tech Schools, Low-Tech Learning -- _t4. New Technologies in Old Universities -- _t5. Making Sense of Unexpected Outcomes -- _t6. Are Computers in Schools Worth the Investment? -- _tAppendix: Rationale for Choices of School Levels -- _tNotes -- _tAcknowledgments -- _tIndex
506	0		_arestricted access _uhttp://purl.org/coar/access_right/c_16ec _fonline access with authorization _2star
520			_aImpelled 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.
538			_aMode of access: Internet via World Wide Web.
546			_aIn English.
588	0		_aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 31. Jan 2022)
650		0	_aComputer-assisted instruction _zUnited States _xHistory.
650		0	_aEducational technology _zUnited States _xEvaluation.
650		7	_aEDUCATION / Elementary. _2bisacsh
850			_aIT-RoAPU
856	4	0	_uhttps://doi.org/10.4159/9780674030107?locatt=mode:legacy
856	4	0	_uhttps://www.degruyter.com/isbn/9780674030107
856	4	2	_3Cover _uhttps://www.degruyter.com/document/cover/isbn/9780674030107/original
942			_cEB
999			_c189452 _d189452