9780833035554

When Computers Go to School: How Kent School Implemented Information Technology to Enrich Teaching and Learning

by
  • ISBN13:

    9780833035554

  • ISBN10:

    083303555X

  • Format: Paperback
  • Copyright: 2004-08-30
  • Publisher: Natl Book Network

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  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
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Summary

Kent School's experience suggests that information technology can be used to enrich teaching and learning for both faculty and students.

Table of Contents

Preface iii
Tables
ix
Summary xi
Acknowledgments xiii
Introduction
1(4)
Kent School's Experience with Technology Illuminates the Debate
1(1)
Kent School and Its Technology Program
2(1)
Methodology of This Study
3(1)
Organization of This Report
3(2)
Kent Used Information Technology to Enrich Teaching and Learning
5(10)
Faculty and Students Reported That Information Technology Enriched Teaching and Learning When It Was Used Well
5(5)
Presentations of Course Material During Class Were Better Organized, Easier to Understand, and More Engaging
6(1)
Classroom Exercises Had Greater Educational Impact
6(1)
Homework Was More Engaging and More Effective
7(1)
The Technology Motivated and Helped Students ``Do My Best''
8(1)
``Class Was Always in Session,'' Providing Additional Opportunities to Teach and Learn
9(1)
Kent Faculty Developed Innovative Uses of Technology for Their Courses
10(2)
Technology Was Used to Bridge Spatial and Cultural Distance
10(1)
Technology Helped Students Learn from Each Other
11(1)
Technology Helped Students Assess their Comprehension of Course Material
11(1)
Technology Helped Students Discover Their Creative Talents
11(1)
Technology Was Used to Make a Point (Again, and Again, and Again)
12(1)
Information Technology Was Integrated into Courses in Numerous Ways
12(1)
Even Though the Technology Could Be Used to Enrich Teaching and Learning, Some of the Faculty Were Hesitant to Adopt It
13(2)
Implementation Influenced Integration
15(16)
Theoretical Rationale to Posit That Implementation Influenced Integration
16(10)
The Role of ``Efficacy Information''
16(1)
The Role of ``Implementation Practices''
16(1)
Use of Technology at Kent Was Consistent with the Self-Efficacy Concept
17(1)
Revised Implementation Practices Encouraged Technology Use That Had Been Hindered by Some of the Initial Practices
18(1)
Advertising Communicated Information About Personal Benefits and Costs
18(1)
Learning to Use the Technology Was Not Trivial
19(2)
Hardware and Software Shaped Individuals' Personal Experiences with Technology
21(2)
User Support Exacerbated Or Mitigated the Cost of Using the Technology
23(2)
A Snapshot of Faculty Use of the Technology During the ``Initial'' and ``Subsequent'' Periods
25(1)
Some Additional Considerations
26(5)
Faculty Influenced Students' Use of the Technology
26(1)
Technophiles Appear to have Enjoyed a Special Motivator
27(1)
``New'' Faculty and Students Had More Experience with Information Technology
27(1)
``Returning'' Faculty and Students Reported That Their Technical Proficiency Had Increased
28(3)
Conclusions
31(10)
Implementation Is an Ongoing Activity
32(1)
Adequate Resources Are Available to Remedy Unexpected Situations
32(1)
Judicious Allocation of Resources Increases the ``Bang from a Buck''
32(3)
APPENDIX
A. The Internet Was Used to Bridge Spatial and Cultural Distance
35(2)
B. Information Technology Was Used to Enhance the Guidance Provided on Students' Coursework
37(2)
C. Kent's Internal Website Provided Novel Benefits for Teachers and Students
39(2)
References 41

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