Bringing the Internet to School: Lessons from an Urban District
March 2002, Jossey-Bass
2. Building Demand and Support for Internet Use Among Educators.
3. School Versus Internet Culture: Implications for Communication with the Outside World.
4. How School Culture and Structure Shape Internet Use.
5. Achieving Internet Use: Lessons from NET Schools.
6. Classroom Change Accompanying Internet Use.
7. Teacher and Student Outcomes Related to Internet Use.
8. Achieving Institutionalization.
Ann Locke Davidson operates Educational Connections, an educational consulting firm in Portland, Oregon. She is author of several books including Making and Molding Identity in Schools and Adolescents' World.
This is a fascinating and timely analysis of the Networking for Education Testbed (NET), a five-year National Science Foundation program designed to foster the use of the Internet in schools. Schofield (psychology, Univ. of Pittsburgh; Computers and Classroom Culture) and Davidson (Making and Molding Identity in Schools) touch on issues related to educational leadership (e.g., how to foster the adoption of new technologies and new approaches to pedagogy), educational reform (e.g., changes at the district, building, and classroom level), and the sociology of the teaching profession. Their study offers concrete examples of both the benefits and the challenges associated with using the Internet in the classroom and demonstrates a number of ways in which the roles of teachers and students can be affected by the adoption of the new technology. As more and more schools implement technology and make use of the wide variety of information resources available over the Internet, the lessons learned by these "earIy adopters" remain invaluable. Recommended for academic, professional education, and technology collections. --Scott Waltelr, Washington State Univ., Pullman (Library Journal, March 15, 2002) "Practical, detailed advice about how to incorporate the Internet into instruction and why these new tools require new frames and supports for practice. High school educators will be especially interested to read how Internet projects can engage and empower high school students in new ways." Milbrey W. McLaughlin, David Jacks Professor of Education and Public Policy, Stanford University
"A superb book.... Required reading for those who seek to understand the social and organizational forces that shape different patterns of Internet use. This is the best book I know of to help teachers and schools make their hopes about learning from (and with) the Internet into reality." David C. Berliner, Regents' Professor of Education, Arizona State University
"Schofield and Davidson's pioneering study of how the local cultures of schooling shape the ways that teachers and students actually use Internet services in practice should be read by any educator who wants to realistically understand the opportunities and limitations of Internet use in North American schools." Rob Kling, editor, The Information Society, the journal of the Center for Social Informatics
"The best study of computers in schools I've read.... I finished the book with a much better sense of why the Internet offers such promise-and such threat-to education as our children, parents, teachers, and technical specialists experience it today." Sara Kiesler, professor, Human-Computer Interaction, Carnegie Mellon University
"Makes a significant contribution to our understanding of the potential and challenges associated with integrating technologies into schools...illustrates the many ways in which effective technology use is both facilitated and hindered by the cultural practices of schooling. This book is of great service to anyone wrestling with how to make technologies work as effective teaching and learning tools in schools." Margaret Honey, vice president and director, Education Development Center, Center for Children and Technology