Do what you do best and let technology do the rest Technology has transformed our lives. Virtually every school and classroom is connected. Why then, has it not transformed education? Consider these five ways educators can begin to optimize classroom technology and rethink its use. • See technology as a complement rather than a replacement • Embrace its creation potential over consumption function • Encourage design and personalized learning over standards and outcomes • Celebrate the journey toward digital competence over curriculum improvement • Focus on tech-pedagogy over product usage Learn how to let technology cultivate student autonomy, creativity, and responsibility while focusing on lessons that hone higher-order and critical thinking skills. “Dr. Zhao continues to push educators’ thinking by taking a serious examination of the role technology has played in education. The struggles he lays out are challenges educators try to overcome on an almost daily bases. The new thinking in this book needs to be read by those in the classroom and leaders alike.” Steven W. Anderson, Author Content Curation: How to Avoid Information Overload, @web20classroom This book masterfully address the issues related to technology integration in schools. Dr. Zhao artfully navigates through the misconception of technology as the ultimate solution to the challenges of teaching. Jared Covili, Author of Going Google and Classroom in the Cloud

The Wrong Relationship Between Technology and Teachers : Complementing in an Ecosystem Versus Replacing in a Hierarchy
The Wrong Relationship Between Technology and Teachers: Complementing in an Ecosystem Versus Replacing in a Hierarchy

Will classroom TV replace teachers?

James Montagnes raised this question in his article that appeared in the Eugene Register-Guard on December 16, 1954. The question was very timely since the 1950s was a time of unprecedented development of television. The percentage of American homes that had television sets jumped dramatically from 5% in 1950 to 87% in the end of the 1950s (Sterling & Kittross, 1990). In his article, Montagnes reported a large-scale experiment in Canada in which fifth, sixth, seventh, and eighth graders in 200 schools watched TV programs on current ...

  • Loading...
locked icon

Sign in to access this content

Get a 30 day FREE TRIAL

  • Watch videos from a variety of sources bringing classroom topics to life
  • Read modern, diverse business cases
  • Explore hundreds of books and reference titles