Written by middle school, high school, and college writing teachers, the 30 lesson plans collected in this book represent a mix of computer-based units for teaching writing. They cover many types of writing from journalism to literary essays, fiction, and poetry, and many aspects of the writing process, from brainstorming for ideas to prewriting warm-ups, electronic library research, revision, and desktop publishing. Most of the lessons in the book are adaptations of lessons used for years without computers; a small number of lesson plans in the book represent wholly new activities. The lessons in the book follow a set format designed to help readers quickly find out which activities are most appropriate for them, and are divided into categories for students with little, moderate, or substantial computer experience. (A directory of software and a list of contributors are attached.) (RS)

Computers and Classroom Culture, first published in 1996, explores the meaning of computer technology for our schools.

This book was chosen by the Children’s Book Council as a best STEM book of 2017! Meet the women who programmed the first all-electronic computer and built the technological language kids today can’t live without in this fascinating, nonfiction Level 3 Ready-to-Read, part of a new series of biographies about people “you should meet!” In 1946, six brilliant young women programmed the first all-electronic, programmable computer, the ENIAC, part of a secret World War II project. They learned to program without any programming languages or tools, and by the time they were finished, the ENIAC could run a complicated calculus equation in seconds. But when the ENIAC was presented to the press and public, the women were never introduced or given credit for their work. Learn all about what they did and how their invention still matters today in this story of six amazing young women everyone should meet! A special section at the back of the book includes extras on subjects like history and math, plus interesting trivia facts about how computers have changed over time. With the You Should Meet series, learning about historical figures has never been so much fun!

A practical guide on how one professor employs the transformative changes of digital media in the research, writing, and teaching of history

Never Too Old to Teach is a heart-warming story of a middle-aged man's first year of teaching high school after spending twenty years in a corporate cubicle. Written in a humorous, straightforward style with minimal technical jargon, this book provides richly detailed accounts of events, lessons, and conversations that actually took place in the author's special education English classroom. Goldman's accounts are accompanied by narratives and reflections that give the reader insight into the true nature of teaching high school English to a diverse student body with learning disabilities, covering issues such as maintaining classroom control, effective curriculum development, collaboration with families for positive student outcomes, successfully working with administration, the benefits of teaching in middle age, and establishing student rapport.

Impelled by a demand for increasing American strength in the new global economy, many educators, public officials, business leaders, and parents argue that school computers and Internet access will improve academic learning and prepare students for an information-based workplace. But just how valid is this argument? In Oversold and Underused, one of the most respected voices in American education argues that when teachers are not given a say in how the technology might reshape schools, computers are merely souped-up typewriters and classrooms continue to run much as they did a generation ago. In his studies of early childhood, high school, and university classrooms in Silicon Valley, Larry Cuban found that students and teachers use the new technologies far less in the classroom than they do at home, and that teachers who use computers for instruction do so infrequently and unimaginatively. Cuban points out that historical and organizational economic contexts influence how teachers use technical innovations. Computers can be useful when teachers sufficiently understand the technology themselves, believe it will enhance learning, and have the power to shape their own curricula. But these conditions can't be met without a broader and deeper commitment to public education beyond preparing workers. More attention, Cuban says, needs to be paid to the civic and social goals of schooling, goals that make the question of how many computers are in classrooms trivial.