Literaturnachweis - Detailanzeige
| Autor/inn/en | Olson, Joanne K.; Clough, Michael P. |
|---|---|
| Titel | Technology's Tendency To Undermine Serious Study: A Cautionary Note. |
| Quelle | In: Clearing House, 75 (2001) 1, S.8-13 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0009-8655 |
| Schlagwörter | Stellungnahme; Educational Philosophy; Elementary Secondary Education; Instructional Effectiveness; Instructional Improvement; Instructional Innovation; Science Education; Science Instruction; Teacher Role; Technological Advancement Bildungsphilosophie; Erziehungsphilosophie; Unterrichtserfolg; Unterrichtsqualität; Educational Innovation; Bildungsinnovation; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerrolle; Technological development; Technologische Entwicklung |
| Abstract | Argues that, although technology has great potential to engage students, it can also undermine their notions of what serious study is. Argues the teacher's role is critical, and that teachers must engage students in making sense of their experiences. Outlines seven critical issues regarding technology in the classroom. Argues that technology education should include the nature of technology itself. (SR) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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