UPON WHAT DOES THE TURTLE STAND? by Aharon Aviram (Editor), Janice Richardson (Editor) ( 9781402027987 )

Item Details

Title:

UPON WHAT DOES THE TURTLE STAND?
RETHINKING EDUCATION FOR THE DIGITAL AGE

By:

Aharon Aviram (Editor), Janice Richardson (Editor)

Format:

Hardback

List price:	£109.99
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ISBN 10:

1402027982

ISBN 13:

9781402027987

Publisher:

SPRINGER-VERLAG NEW YORK INC.

Pub. date:

1 December, 2004

Edition:

2004 ed.

Pages:

256

Description:

Information and Communication Technologies have completely modified our living, working, spending and leisure patterns, but do they also offer the very opportunity that we have been seeking to ensure that children have access to an education that can enable them to become masters of their own lives. This work attempts to answer this question.

Synopsis:

This book brings together the reflections of independent researchers from around the world. Sixteen authors from fourteen countries present their views on the use of information and communication technology (ICT) in education, offering valuable insights through the examination of current issues relevant to the future of education. What will education be in tomorrow's world? How can ICT be used without rendering education a purely technical process? How can we succeed the renovation of educational subjects without transforming them into technical objects?The introductory chapter of this publication guides us into the essays through a classification organized by the editors to illustrate different attitudes to technologies: * The 'Globalizers' see the integration of ICT and education as a means of enhancing the competitiveness of their society in a global economy; * The 'Reformists' see it as a means of bringing about significant change in didactics in the various disciplines, and even in the 'basics' of education; * The 'Humanists' consider technologies as possible catalysts for changing the aims and values of education from learni- oriented to humanistic; * The 'Heretic' sees values and aims as being determined exclusively by technology, and economy and culture as s- products of the technology-guided process. He therefore does not see any sense in interrogations as to which aims should guide us in integrating technology with education. Obviously, some arguments stretch across all four categories without completely matching any so-called type.

Illustrations:

biography

Publication:

Imprint:

Springer-Verlag New York Inc.

Returns:

Returnable

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