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Teachers College Press
Using Technology Wisely: The Keys to Success in Schools / Edition 1

Using Technology Wisely: The Keys to Success in Schools / Edition 1

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Wenglinsky, a research manager at an educational publishing company, uses national data to measure technology's effect on student academic performance in mathematics, science, and reading. To uncover key implications for policy and practice, he links test scores of 40,000 students who took the National Assessment of Educational Progress with reports by their teachers of various aspects of technology use in their classrooms. He uses implications of the data to make suggestions for policymakers and practitioners. Annotation ©2005 Book News, Inc., Portland, OR

Product Details

ISBN-13: 9780807745830
Publisher: Teachers College Press
Publication date: 04/25/2005
Series: Technology, Education--Connections (The TEC Series)
Edition description: New Edition
Pages: 112
Product dimensions: 6.12(w) x 9.00(h) x 0.28(d)

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Using Technology Wisely: The Keys to Success in Schools 5 out of 5 based on 0 ratings. 1 reviews.
KennethKelly More than 1 year ago
This book is useful for anyone who wants a brief background on technology in schools. It also provides an in-depth look at the difference between didactic teaching practices and more constructivist methods. The first half of the book talks about the differences between didactic and constructivist approaches to learning. Also, there is a detailed history of the standards movement, along with technology's place in those movements. Further, Wenglinsky writes about the histories of CAI (computer-assisted instruction), and ACOT (Apple Computers of Tomorrow). The second half of the book involves anecdotes about technology in education. A historical account of technology as well as the author's own experiences are incorporated into the text. Also, Wenglinsky examines the NAEP (National Assessment of Educational Programs) results in the lights of didactic and constructivist teaching strategies with technology. This book is a quick read, and the points the author makes are very interesting. There is in-depth discussion of the NAEP, its questions, and its possibility of measuring the effectiveness of didactic or constructivist teaching styles. Although the author's conclusions are not shocking, it is food for thought about the current trends of American education.