High Tech Heretic

The cry for and against computers in the classroom is a topic of concern to parents, educators, and communities everywhere. Now, from a Silicon Valley hero and bestselling technology writer comes a pointed critique of the hype surrounding computers and their real benefits, especially in education. In High-Tech Heretic, Clifford Stoll questions the relentless drumbeat for "computer literacy" by educators and the computer industry, particularly since most people just use computers for word processing and games--and computers become outmoded or obsolete much sooner than new textbooks or a good teacher. As one who loves computers as much as he disdains the inflated promises made on their behalf, Stoll offers a commonsense look at how we can make a technological world better suited for people, instead of making people better suited to using machines.

Studies how computers are taking over the world and explains why the author believes computers should not be used in schools.

In Silicon Snake Oil, Clifford Stoll, the best-selling author of The Cuckoo's Egg and one of the pioneers of the Internet, turns his attention to the much-heralded information highway, revealing that it is not all it's cracked up to be. Yes, the Internet provides access to plenty of services, but useful information is virtually impossible to find and difficult to access. Is being on-line truly useful? "Few aspects of daily life require computers...They're irrelevant to cooking, driving, visiting, negotiating, eating, hiking, dancing, speaking, and gossiping. You don't need a computer to...recite a poem or say a prayer." Computers can't, Stoll claims, provide a richer or better life. A cautionary tale about today's media darling, Silicon Snake Oil has sparked intense debate across the country about the merits--and foibles--of what's been touted as the entranceway to our future.

Despite significant investment of funds, time, and effort in bringing computers, the Internet, and related technologies into our classrooms, educators have turned their back on these new power tools of the intellect. School is the last remaining institution to keep 21st Century technology at arms distance. How can technology be used to enrich and enhance traditional approaches to instruction? How does it move teaching into new territory? What actions need to be taken in order to successfully transform our schools to effective, technology-supported learning environments? Why has this happened and what can be done to reverse it? Recapturing Technology for Education answers these questions. It re-establishes the legitimacy and urgency of tapping technology to make our schools relevant and effective once again. This book explores the reasons why educators have resisted making the leap to a technology-supported brand of teaching and learning, and it will provide an education worthy of 21st Century children. Includes: Interviews and quotes of experts in the field, References, reviews, and recommendations of free resources available to educators. Written for both education professionals and lay persons, it will also be useful to all who are interested in understanding Instructional Technology and unleashing its potential to positively impact.

Science and religion are often thought to be advancing irreconcilable goals and thus to be mutually antagonistic. Yet in the often acrimonious debates between the scientific and religions communities, it is easy to lose sight of the fact that both science and religion are systems of thought and knowledge that aim to understand the world and our place in it. Webs of Reality is a rare examination of the interrelationship between religion and science from a social science perspective, offering a broader view of the relationship, and posing practical questions regarding technology and ethics. Emphasizing how science and religion are practiced instead of highlighting the differences between them, the authors look for the subtle connections, tacit understandings, common history, symbols, and implicit myths that tie them together. How can the practice of science be understood from a religious point of view? What contributions can science make to religious understanding of the world? What contributions can the social sciences make to understanding both knowledge systems? Looking at religion and science as fields of inquiry and habits of mind, the authors discover not only similarities between them but also a wide number of ways in which they complement each other.

In order to establish technical prerequisites for efficient electronic business and education on the Internet, appropriate system support is needed as a vital condition for maximization of both short-term and long-term profits. Electronic Business and Education: Recent Advances in Internet Infrastructures discusses current research topics in the domain of system support for e-business and e-education on the Internet, and stresses the synergistic interaction of these two components. Attention is given to both scientific and engineering issues. Electronic Business and Education: Recent Advances in Internet Infrastructures is suitable as a secondary text for a graduate level course and as a reference for researchers and practitioners in industry, particularly in the area of e-business and e-education on the Internet. `There is no longer any question that the Internet and electronic communication are the major new tools for collaborative advances in the creation of new knowledge and in future learning.' Excerpt from Foreword by Robert C. Richardson, Nobel Laureate 1996, Cornell University, USA

After a decade designing technologies meant to address education, health, and global poverty, award-winning computer scientist Kentaro Toyama came to a difficult conclusion: Even in an age of amazing technology, social progress depends on human changes that gadgets can't deliver. Computers in Bangalore are locked away in dusty cabinets because teachers don't know what to do with them. Mobile phone apps meant to spread hygiene practices in Africa fail to improve health. Executives in Silicon Valley evangelize novel technologies at work even as they send their children to Waldorf schools that ban electronics. And four decades of incredible innovation in America have done nothing to turn the tide of rising poverty and inequality. Why then do we keep hoping that technology will solve our greatest social ills? In this incisive book, Toyama cures us of the manic rhetoric of digital utopians and reinvigorates us with a deeply people-centric view of social change. Contrasting the outlandish claims of tech zealots with stories of people like Patrick Awuah, a Microsoft millionaire who left his engineering job to open Ghana's first liberal arts university, and Tara Sreenivasa, a graduate of a remarkable South Indian school that takes impoverished children into the high-tech offices of Goldman Sachs and Mercedes-Benz, Geek Heresy is a heartwarming reminder that it's human wisdom, not machines, that move our world forward.

According to Ben McCorkle, the rhetorical canon of delivery—traditionally seen as the aspect of oratory pertaining to vocal tone, inflection, and physical gesture—has undergone a period of renewal within the last few decades to include the array of typefaces, color palettes, graphics, and other design elements used to convey a message to a chosen audience. McCorkle posits that this redefinition, while a noteworthy moment of modern rhetorical theory, is just the latest instance in a historical pattern of interaction between rhetoric and technology. In Rhetorical Delivery as Technological Discourse: A Cross-Historical Study, McCorkle explores the symbiotic relationship between delivery and technologies of writing and communication. Aiming to enhance historical understanding by demonstrating how changes in writing technology have altered our conception of delivery, McCorkle reveals the ways in which oratory and the tools of written expression have directly affected one another throughout the ages. To make his argument, the author examines case studies from significant historical moments in the Western rhetorical tradition. Beginning with the ancient Greeks, McCorkle illustrates how the increasingly literate Greeks developed rhetorical theories intended for oratory that incorporated “writerly” tendencies, diminishing delivery’s once-prime status in the process. Also explored is the near-eradication of rhetorical delivery in the mid-fifteenth century—the period of transition from late manuscript to early print culture—and the implications of the burgeoning print culture during the nineteenth century. McCorkle then investigates the declining interest in delivery as technology designed to replace the human voice and gesture became prominent at the beginning of the 1900s. Situating scholarship on delivery within a broader postmodern structure, he moves on to a discussion of the characteristics of contemporary hypertextual and digital communication and its role in reviving the canon, while also anticipating the future of communication technologies, the likely shifts in attitude toward delivery, and the implications of both on the future of teaching rhetoric. Rhetorical Delivery as Technological Discourse traces a long-view perspective of rhetorical history to present readers a productive reading of the volatile treatment of delivery alongside the parallel history of writing and communication technologies. This rereading will expand knowledge of the canon by not only offering the most thorough treatment of the history of rhetorical delivery available but also inviting conversation about the reciprocal impacts of rhetorical theory and written communication on each other throughout this history.

Co-published by Routledge for the American Educational Research Association (AERA) Educational policy continues to be of major concern. Policy debates about economic growth and national competitiveness, for example, commonly focus on the importance of human capital and a highly educated workforce. Defining the theoretical boundaries and methodological approaches of education policy research are the two primary themes of this comprehensive, AERA-sponsored Handbook. Organized into seven sections, the Handbook focuses on (1) disciplinary foundations of educational policy, (2) methodological perspectives, (3) the policy process, (4) resources, management, and organization, (5) teaching and learning policy, (6) actors and institutions, and (7) education access and differentiation. Drawing from multiple disciplines, the Handbook’s over one hundred authors address three central questions: What policy issues and questions have oriented current policy research? What research strategies and methods have proven most fruitful? And what issues, questions, and methods will drive future policy research? Topics such as early childhood education, school choice, access to higher education, teacher accountability, and testing and measurement cut across the 63 chapters in the volume. The politics surrounding these and other issues are objectively analyzed by authors and commentators. Each of the seven sections concludes with two commentaries by leading scholars in the field. The first considers the current state of policy design, and the second addresses the current state of policy research. This book is appropriate for scholars and graduate students working in the field of education policy and for the growing number of academic, government, and think-tank researchers engaged in policy research. For more information on the American Educational Research Association, please visit: http://www.aera.net/.

Some of the great modern artists of digital--including Alan Parsons, Herbie Hancock, BT, Todd Rundgren, Steve Reich, and Phil Ramone--explain how they use digital technology to expand their range of creative choices. Original.