Are schools making the most of new technologies? Are they tapping into the learning potential of today’s Firefox/Facebook/cell phone generation? Allan Collins and Richard Halverson argue that the way computers have transformed our workplaces and lives can and should be adapted to transform American schooling. This groundbreaking book offers a vision for the future that goes well beyond the walls of the classroom to include online social networks, distance learning with “anytime, anywhere” access, digital home schooling models, video games, and more.
The digital revolution has hit education, with more and more classrooms plugged into the whole wired world. But are schools making the most of new technologies? Are they tapping into thelearning potential of today’s Firefox/Facebook/cell phone generation? Have schools fallen through the crack of the digital divide? In Rethinking Education in the Age of Technology, Allan Collins and Richard Halverson argue that the knowledge revolution has transformed our jobs, our homes, our lives, and therefore must also transform our schools. Much like after the school-reform movement of the industrial revolution, our society is again poised at the edge of radical change. To keep pace with a globalized technological culture, we must rethink how we educate the next generation or America will be “left behind.” This groundbreaking book offers a vision for the future of American education that goes well beyond the walls of the classroom to include online social networks, distance learning with “anytime, anywhere” access, digital home schooling models, video-game learning environments, and more.
Allan Collins is professor emeritus of education and social policy at Northwestern University and former co-director of the U.S. Department of Education’s Center for Technology in Education. Richard Halverson is an associate professor of educational leadership and policy analysis at the University of Wisconsin–Madison, where he is co-founder of the Games, Learning and Society group.
“The most convincing account I've read about how education will change in the decades ahead—the authors' analyses are impressive, fair-minded, and useful.”
—Howard Gardner, Harvard Graduate School of Education, author of Five Minds for the Future and Frames of Mind
“A breakthrough book that goes well beyond the idea of adding technology to existing schools. This will be a must read for my students and research collaborators.”
—John Bransford, University of Washington, author of How People Learn and Preparing Teachers for a Changing World
“If you want to join today’s conversation about the future of learning, start here.”
—Lauren Resnick, University of Pittsburgh, author of Education and Learning to Think and Making America Smarter
“An entirely readable guide to the future, written by people whose research has helped bring us to this point in history.”
—James Paul Gee, Arizona State University, author of What Video Games Have to Teach Us about Learning and Literacy
“This important book is filled with insight about how to make education serve the needs of the 21st century.”
—Donald Norman, Northwestern University, author of Things That Make Us Smart and The Design of Everyday Things
Teachers College Press
Teachers College Press
Teachers College Press
Teachers College Press
Most Helpful Customer Reviews
Collins and Halverson raise many legitimate points in this book, but there are also some points of contention that remain unresolved. Although this book proposes few definite answers, it opens up lively discussion for rethinking education in the information age, and it is an essential read for future educators because it outlines very convincingly that schools are following an outdated model and should be reformed. However, the solutions that Collins and Halverson propose will remain points of contention for time to come, and many people will remain skeptical.
This book does an excellent job of outlining the problem in an easy-to-understand way: In short, the school system as we know it was formed during the Industrial Revolution, and it is designed to efficiently transmit information from the teacher to the students in large numbers. It is clear that the Industrial Age is over, and we are now well into the Information Age, and we see youth becoming a lot more involved...
Collins and Halverson have provided a timely and realistic perspective on educational technology that gets us past both the exuberant and the despairing views. There certainly is much more that can and should be said about the many topics they discuss, but I think they've successfully located the "core" of the matter, and with welcome brevity.
Being personally experienced in this field, I'd just offer two or three criticisms. The first is their assumption that interactive learning programs will play a large role in the future of education. I imagine that they eventually will, but after at least thirty years of research and experimentation with such environments, I am impressed by how limited their real-world success has been. The commercial successes have been in the teaching of math, but besides that there's still a surprising lack of good, usable programs.
Which leads to a more general comment about the way they characterize the "skeptics'" perspective...
This is an excellent, thoughtful book about schooling and the changes in technologies: networks, cell phones, simulations and games; and their effects around the edges of school systems. The authors are a technologist and an educator and together they bring balance and insight into this formidable jungle of interwoven influences and possibilities. It is well worth reading if you too are a thoughtful parent or grandparent and want to prepare yourself and your children for the future. If you are a teacher or educational leader, you must read this book.
They are best at describing succinctly all the changes going on and the virtual absence of response by schools, who are "locked in place". Their short history of schooling in America is a glorious thumbnail of the important events that provides the dominant theme of transition between apprenticeship, didactic learning in the industrial age, and the beginnings of an information age that is in evolution. They think they...
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