Literaturnachweis - Detailanzeige
| Autor/inn/en | Scoggin, Daniel; Vander Ark, Tom |
|---|---|
| Titel | Should We Limit "Screen Time" In School?: Debating the Wisest Use of Technology in the Classroom |
| Quelle | In: Education Next, 18 (2018) 1, S.55-63 (8 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1539-9664 |
| Schlagwörter | Stellungnahme; Technology Uses in Education; Time on Task; Prevention; Educational Environment; Conventional Instruction; Educational Change; Elementary Secondary Education; Blended Learning; Cognitive Processes |
| Abstract | A truism of school reform has long been the promise that technology, properly applied, will fuel dramatic improvement in teaching and learning. When tech-enabled schools or online learning programs haven't delivered the hoped-for results, some have dismissed these shortcomings as implementation problems--or evidence that we haven't yet deployed the right tools or the most effective strategies. But what if the challenge is bigger? What if today's connected youth are not well served by spending school hours in front of screens? In this forum, Daniel Scoggin, co-founder of the GreatHearts classical charter-school network, makes the case for school environments that put face-to-face dialogue and inquiry at the heart of learning. In contrast, Tom Vander Ark, CEO of the advisory firm Getting Smart, argues that K-12 education is poised to transform itself through wisely employed ed-tech. (As Provided). |
| 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 | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
