Schooling Rebooted

Autor/inn/en	Hess, Frederick M.; Saxberg, Bror
Titel	Schooling Rebooted
Quelle	In: Education Next, 14 (2014) 2, S.46-50 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-9664
Schlagwörter	Stellungnahme; Educational Technology; Technology Integration; Technology Uses in Education; Best Practices; Effective Schools Research; Adoption (Ideas); Educational Innovation; Educational Change; Change Strategies; School Restructuring; Educational Practices; Teaching Methods; Models; Technology Planning + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulforschung; Ideas; Ideenfindung; Instructional innovation; Bildungsinnovation; Bildungsreform; Lösungsstrategie; Schulreformplan; Schulumwandlung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell
Abstract	Today's education technology holds immense promise, but what matters more than the tools themselves are how they are used in schools and in classrooms. In "Breakthrough Leadership in the Digital Age," Frederick M. Hess and Bror Saxberg argue that educators have tended to think of adopting technology as a way to "reform" or "fix" schools. The would-be reformers have poured tablets and online learning software into classrooms, presuming that magic would eventually happen. But schools are complex and hard to move, while these efforts have been correspondingly unfocused. The more promising way forward involves tapping learning science to determine where the familiar schoolhouse falls short on providing deliberate practice, timely and copious feedback, and extensive opportunities to build mastery--and how new tools can help us do better. This article provides three excerpts from the book that convey the core of their argument. (ERIC).
Anmerkungen	Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://educationnext.org/journal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10