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Paperback. Condizione: new. Paperback. Governments everywhere have advocated the use of computers in schools as an essential learning technology. Over the years the view that computers can enhance student learning has gained broad acceptance. When schools promote the use in their classrooms of the latest computing technology now tablets they signal technological sophistication and the academic success which computers, allied with learning, are assumed to bring. The association of computers with success in school, however, is neither a natural nor an inevitable phenomenon. Over more than thirty years, particular governments, individuals and organisations have actively promoted computers as learning technologies. Enormous amounts of money and time have been spent promoting specific kinds of educational computing, and distinct policies by which these might be implemented. One important outcome has been to entrench the view that all school children will benefit equally from access to computers, overlooking inequities associated with differing patterns of use.How the Computer Went to School gives an account of the origins and development of the computer industry in the United States and shows how these influenced educational computing in both that country and Australia. It explores government policy visions which prioritise the economic benefits of educational computing for the nation and asks questions about the proper role of the computer in education and society more generally. Governments everywhere have advocated the use of computers in schools as an essential learning technology. Over the years the view that computers can enhance student learning has gained broad acceptance. When schools promote the use in their classrooms of the latest computing technology now tablets they signal technological sophistication and the a Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Paperback. Condizione: New.

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PAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

PAP. Condizione: New. New Book. Shipped from UK. Established seller since 2000.

Condizione: As New. Unread book in perfect condition.

Condizione: New.

Condizione: New. Num Pages: 240 pages. BIC Classification: JNF; JNV; UB. Category: (G) General (US: Trade); (U) Tertiary Education (US: College). Dimension: 156 x 234 x 15. Weight in Grams: 366. . 2014. Paperback. . . . .

Paperback. Condizione: New.

Condizione: New.

Condizione: New. Num Pages: 240 pages. BIC Classification: JNF; JNV; UB. Category: (G) General (US: Trade); (U) Tertiary Education (US: College). Dimension: 156 x 234 x 15. Weight in Grams: 366. . 2014. Paperback. . . . . Books ship from the US and Ireland.

Condizione: As New. Unread book in perfect condition.

Condizione: New.

Paperback / softback. Condizione: New. New copy - Usually dispatched within 4 working days.

Condizione: As New. Unread book in perfect condition.

Paperback. Condizione: new. Paperback. Governments everywhere have advocated the use of computers in schools as an essential learning technology. Over the years the view that computers can enhance student learning has gained broad acceptance. When schools promote the use in their classrooms of the latest computing technology now tablets they signal technological sophistication and the academic success which computers, allied with learning, are assumed to bring. The association of computers with success in school, however, is neither a natural nor an inevitable phenomenon. Over more than thirty years, particular governments, individuals and organisations have actively promoted computers as learning technologies. Enormous amounts of money and time have been spent promoting specific kinds of educational computing, and distinct policies by which these might be implemented. One important outcome has been to entrench the view that all school children will benefit equally from access to computers, overlooking inequities associated with differing patterns of use.How the Computer Went to School gives an account of the origins and development of the computer industry in the United States and shows how these influenced educational computing in both that country and Australia. It explores government policy visions which prioritise the economic benefits of educational computing for the nation and asks questions about the proper role of the computer in education and society more generally. Governments everywhere have advocated the use of computers in schools as an essential learning technology. Over the years the view that computers can enhance student learning has gained broad acceptance. When schools promote the use in their classrooms of the latest computing technology now tablets they signal technological sophistication and the a Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.

Paperback. Condizione: new. Paperback. Governments everywhere have advocated the use of computers in schools as an essential learning technology. Over the years the view that computers can enhance student learning has gained broad acceptance. When schools promote the use in their classrooms of the latest computing technology now tablets they signal technological sophistication and the academic success which computers, allied with learning, are assumed to bring. The association of computers with success in school, however, is neither a natural nor an inevitable phenomenon. Over more than thirty years, particular governments, individuals and organisations have actively promoted computers as learning technologies. Enormous amounts of money and time have been spent promoting specific kinds of educational computing, and distinct policies by which these might be implemented. One important outcome has been to entrench the view that all school children will benefit equally from access to computers, overlooking inequities associated with differing patterns of use.How the Computer Went to School gives an account of the origins and development of the computer industry in the United States and shows how these influenced educational computing in both that country and Australia. It explores government policy visions which prioritise the economic benefits of educational computing for the nation and asks questions about the proper role of the computer in education and society more generally. Governments everywhere have advocated the use of computers in schools as an essential learning technology. Over the years the view that computers can enhance student learning has gained broad acceptance. When schools promote the use in their classrooms of the latest computing technology now tablets they signal technological sophistication and the a Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

Kartoniert / Broschiert. Condizione: New. KlappentextrnrnGovernments everywhere have advocated the use of computers in schools as an essential learning technology. Over the years the view that computers can enhance student learning has gained broad acceptance. When schools promote the u.

Paperback. Condizione: New. New Book, Direct from Publisher.

Paperback. Condizione: New.

Paperback. Condizione: New.

Taschenbuch. Condizione: Neu. Neuware - Governments everywhere have advocated the use of computers in schools as an essential learning technology. Over the years the view that computers can enhance student learning has gained broad acceptance. When schools promote the use in their classrooms of the latest computing technology now tablets they signal technological sophistication and the academic success which computers, allied with learning, are assumed to bring. The association of computers with success in school, however, is neither a natural nor an inevitable phenomenon. Over more than thirty years, particular governments, individuals and organisations have actively promoted computers as learning technologies. Enormous amounts of money and time have been spent promoting specific kinds of educational computing, and distinct policies by which these might be implemented. One important outcome has been to entrench the view that all school children will benefit equally from access to computers, overlooking inequities associated with differing patterns of use. How the Computer Went to School gives an account of the origins and development of the computer industry in the United States and shows how these influenced educational computing in both that country and Australia. It explores government policy visions which prioritise the economic benefits of educational computing for the nation and asks questions about the proper role of the computer in education and society more generally.