Hugh F. Cline – författare

This book reports an attempt to introduce change in schools using a computer-based curriculum innovation for teaching higher-order thinking skills to middle and high school students. One of the volume''s themes is the extraordinary complexity and difficulty of facilitating such change in schools. A corollary of that theme is the fact that patience must be an integral part of the strategy when promoting or studying change in schools. In reporting the activities during the early years of a technological innovation and research project in which the emphasis thus far has been primarily on establishing the change, this book focuses on describing the move to a technology-based learning environment. As such, it details an ongoing process -- a fascinating process -- and one that is likely to be repeated in the near future in countless schools throughout the nation.

This book reports an attempt to introduce change in schools using a computer-based curriculum innovation for teaching higher-order thinking skills to middle and high school students. One of the volume''s themes is the extraordinary complexity and difficulty of facilitating such change in schools. A corollary of that theme is the fact that patience must be an integral part of the strategy when promoting or studying change in schools. In reporting the activities during the early years of a technological innovation and research project in which the emphasis thus far has been primarily on establishing the change, this book focuses on describing the move to a technology-based learning environment. As such, it details an ongoing process -- a fascinating process -- and one that is likely to be repeated in the near future in countless schools throughout the nation.

This book argues that information communication technologies are not creating new forms of social structure, but rather altering long-standing institutions and amplifying existing trends of social change that have their origins in ancient times. Using a comparative historical perspective, it analyzes the applications of information communication technologies in relation to changes in norms and values, education institutions, the socialization of children, new forms of deviant and criminal behaviors, enhanced participation in religious activities, patterns of knowledge creation and use, the expansion of consumerism, and changing experiences of distance and time.

This book argues that information communication technologies are not creating new forms of social structure, but rather altering long-standing institutions and amplifying existing trends of social change that have their origins in ancient times. Using a comparative historical perspective, it analyzes the applications of information communication technologies in relation to changes in norms and values, education institutions, the socialization of children, new forms of deviant and criminal behaviors, enhanced participation in religious activities, patterns of knowledge creation and use, the expansion of consumerism, and changing experiences of distance and time.