Written in a non-threatening and nontechnical style, this guide examines both the pitfalls and the opportunities of Internet use in schools. The author discusses techniques for use in the classroom, such as exercises and activities in the core subjects; valuable curriculum links; obstacles encountered, such as the variable content of Web sites; what is needed in order to get connected; the use of intranets; how to publish information on the net.

This book provides comprehensive treatment of the role of the Internet in the school of education. There is emphasis on information skills and it also includes sections on the use of intranets.

The Science and the Story of the Future of Learning Educators have been trying to harness the "promise" of technology in education for decades, to no avail, but we have learned that children in groups—when given access to the Internet—can learn anything by themselves. In this groundbreaking book, you’ll glimpse the emerging future of learning with technology. It turns out the promise isn’t in the technology itself; it’s in the self-directed learning of the children who use it. In 1999, Sugata Mitra conducted the famous "Hole in the Wall" experiment that inspired three TED Talks and earned him the first million-dollar TED prize for research in 2013. Since then, he has conducted new research around self-organized learning environments (SOLE), building "Schools in the Cloud" all over the world. This new book shares the results of this research and offers • Examples of thriving Schools in the Cloud in unlikely places • Mitra’s predictions on the future of learning • How to design assessments for self-organizing learning • How to build your own School in the Cloud • Clips from the documentary, The School in the Cloud Discover the future of learning by digging deep into Mitra’s thought-provoking experiences, examples, and vision.

Presenting the results of the first major study of technology implementation in schools, examining the positive and negative consequences of the Internet on equity, academics, and social life, the authors draw on over 300 interviews with teachers, students, and administrators--done over the course of five years--and offer an assessment of the underlying cultural issues that will ultimately determine the speed and success of technology integration.

The New York Times–bestselling author creates “a fascinating amalgam of sf/detective fiction and Native American lore” (Library Journal). A wealthy industrialist and folk art collector is murdered in his home and left beneath where a painting had been hanging. But theft is not the motive. The artwork—a Navajo sandpainting—has been completed pulverized. And no blood was found at the scene. Assigned to the case is bulldog detective Vernon Moody—sent to Arizona to investigate. It’s an unfamiliar environment for the born-and-bred southerner: dry air, altitude, and a booming economy spurred by high-tech manufacturing on the reservations. Still ancient superstitions linger, suggesting a motive for the crime. There is magic in traditional sandpaintings—a power that, when paired with technology, could unleash forces beyond human control . . . Praise for Alan Dean Foster “A master storyteller.” —SF Site “One of the most consistently and fertile writers of science fiction and fantasy.” —The Times (London)

This book offers concise and sound advice for guide public school polices governing uses of the Web, e-mail, and other computer technologies.

Network Science, A Decade Later--the result of NSF-funded research that looked at the experiences of a set of science projects which use the Internet--offers an understanding of how the Internet can be used effectively by science teachers and students to support inquiry-based teaching and learning. The book emphasizes theoretical and critical perspectives and is intended to raise questions about the goals of education and the ways that technology helps reach those goals and ways that it cannot. The theoretical perspective of inquiry-based teaching and learning in which the book is grounded is consistent with the current discipline-based curriculum standards and frameworks. The chapters in Part I, "State of the Art," describe the history and current practice of network science. Those in Part II, "Looking Deeply," extend the inquiry into network science by examining discourse and data in depth, using both empirical data and theoretical perspectives. In Part III, "Looking Forward," the authors step back from the issues of network science to take a broader view, focusing on the question: How should the Internet be used--and not used--to support student learning? The book concludes with a reminder that technology will not replace teachers. Rather, the power of new technologies to give students both an overwhelming access to resources--experts, peers, teachers, texts, images, and data--and the opportunity to pursue questions of their own design, increases the need for highly skilled teachers and forward-looking administrators. This is a book for them, and for all educators, policymakers, students involved in science and technology education. For more information about the authors, an archived discussions space, a few chapters that can be downloaded as PDF files, and ordering information, visit teaparty.terc.edu/book/