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Some of today's educational experts were asked to envision the year 2020, when technology has assumed a major role in elementary and secondary education. The informed conjecture that followed is contained in this volume; contributors offer visions of the future as well as specific steps that could turn those visions into realities. Innovative ideas for research, development, hardware, software, teacher training, technical assistance, organizational and cultural change are offered as a means to illuminate the potential role of technology in the educational systems of tomorrow. "Technology in Education" is a thought-provoking statement of what can and should be done to advance the application of technology to education over the next few decades. As such, it should be read by all researchers and professionals in educational technology.

This volume is a case study of education reform and innovation using technology that examines the issue from a wide variety of perspectives. It brings together the views and experiences of software designers, curriculum writers, teachers and students, researchers and administrators. Thus, it stands in contrast to other analyses of innovation that tend to look through the particular prisms of research, classroom practice, or software design. The "Geometric Supposer" encourages a belief in a better tomorrow for schools. On its surface, the "Geometric Supposer" provides the means for radically altering the way in which geometry is taught and the quality of learning that can be achieved. At a deeper level, however, it suggests a powerful metaphor for improving education that can be played out in many different instructional contexts.

First Published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

This work re-evaluates the use of technology in higher education. The editor draws upon case studies of the use of computer-mediated academic work and sets his conclusions in the context of social science, that is, that teachers' beliefs about computing lead to pedagogical change.

This book examines samples of work in the instructional technology field, ranging from development of new model-tracing diagnostic systems on the one hand, to the deliberate elimination of intelligence from educational computing on the other.

First Published in 1988. Routledge is an imprint of Taylor & Francis, an informa company.

This book examines samples of work in the instructional technology field, ranging from development of new model-tracing diagnostic systems on the one hand, to the deliberate elimination of intelligence from educational computing on the other.

First Published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

This volume is a case study of education reform and innovation using technology that examines the issue from a wide variety of perspectives. It brings together the views and experiences of software designers, curriculum writers, teachers and students, researchers and administrators. Thus, it stands in contrast to other analyses of innovation that tend to look through the particular prisms of research, classroom practice, or software design. The Geometric Supposer encourages a belief in a better tomorrow for schools. On its surface, the Geometric Supposer provides the means for radically altering the way in which geometry is taught and the quality of learning that can be achieved. At a deeper level, however, it suggests a powerful metaphor for improving education that can be played out in many different instructional contexts.