There are no dumb questions.


I have compiled a list of links which should serve to augment some of the reading you have done in Crumlish: Chapter 19, 11, 12

Additional Reading

"Wired Elementary Schools With Technological Riches Find Much to Like (and Traps to Avoid)"
Bonnie Rothman Morris
New York Times,
October 5, 2000
Technology-rich elementary schools, such as the ones in Rockland County, New York profiled in this piece, are providing a real-life rebuttal to the Alliance for Childhood's positional statement criticizing the use of technology by very young children. Many teachers testify that technology use is not just exciting kinds about the possibilities of learning, but providing necessary exposure to the realities of a multimedia environment and culture. Moreover, schools and teachers need to go through "stages of development" in regards to using technology effectively with their students, and the only way to use computers towards the development of higher-order thinking skills is to get comfortable with technology over a period of time. Starting that process in elementary school allows kids to make technology a seamless part of their learning process, rather than a gee-whiz accessory to traditional educational methods.

"Debate Over School Computers"
Katie Hafner
New York Times,
October 5, 2000
A companion piece to the above article, Katie Hafner looks more carefully at the charges brought forth by the Alliance for Childhood's "Fool's Gold" report. She finds that many educators have a problem with the educational bias of the authoring organization -- something which is not made clear in the body of the statement -- which involves an association with the Waldorf School's philosophy of motor-skill integration into traditional education. No matter the bias, Hafner acknowledges that alternative opinions and additional research into educational technology are needed and welcomed by most parents and teachers.

"New Study: Technology Boosts Student Performance"
Cara Branigan
eSchool News,
October 3, 2000
A bold but not perfect study of the correlation between the use of technology and student achievement, the State of Illinois recently released its evaluation of its $240 million technology grant program which sought to improve learning through effective (and increased) computer use in the classroom. The report, authored by a Maryland-based research company, found some quantified academic improvement in technology-rich classrooms, but noted that teachers need substantially more professional development to translate proficiency in using computers into better teaching and learning. The researchers also notes that evaluations such as the one they completed for Illinois should be done more on the classroom (as opposed to state-wide) level in order to get a more accurate picture of student learning.

"Teachers, Teach Thyself"
Si Dunn and Connie Dunn
Computer User,,1,2,1,1001,00.html
October 1, 2000
Computer User, a consumer-oriented magazine, looks into the same issue that dominate the educational press -- the need for increased technology-related professional development for teachers. The authors of this article advocate student mentoring, for teachers as well as other students, and a change in the way classes are scheduled throughout the day and the academic year. Understandably, with the influence of the presidential candidates education platforms and proposed agendas, issues such as teacher training and public/private support for educational technology initiatives have been more prominent in the computer-industry media.