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Ebook Teachers and Machines: The Classroom of Technology Since 1920

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Teachers and Machines: The Classroom of Technology Since 1920

Ebook Teachers and Machines: The Classroom of Technology Since 1920

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Review

“Will undoubtedly be cited in the future as the major source on the history of technology and teaching in the classroom.” ―History of Education Quarterly“Through Cuban’s work we can develop an understanding for how teachers define their jobs in ways that outside innovators have never appreciated. His work thus contributes a much needed vision from within.” ―Educational Policy

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From the Author

Larry Cuban is Professor Emeritus of Education at Stanford University. His books include Hugging the Middle―How Teachers Teach in an Era of Testing and Accountability, How Scholars Trumped Teachers, Powerful Reforms with Shallow Roots, How Teachers Taught, Teachers and Machines, Frogs into Princes, Why Is It So Hard to Get Good Schools?, and How Can I Fix It?.

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Product details

Paperback: 144 pages

Publisher: Teachers College Press; 60355th edition (June 15, 1986)

Language: English

ISBN-10: 080772792X

ISBN-13: 978-0807727928

Product Dimensions:

6.2 x 0.5 x 9.2 inches

Shipping Weight: 6.4 ounces

Average Customer Review:

4.6 out of 5 stars

9 customer reviews

Amazon Best Sellers Rank:

#388,075 in Books (See Top 100 in Books)

In his book "Teachers and Machines: The Classroom Use of Technology Since 1920," Larry Cuban--a Stanford professor and expert at the time in the history of education and educational policy--provides an analytic overview of the use of technology in the educational classroom in the 20th century. Cuban focuses primarily on film, radio, and television and their impact on educational policy and practice, then ends his review with a brief overview of computers and how they were beginning to be incorporated into the classroom in the early 1980s. With each of those mediums, Cuban notes how they were initially touted and praise, how they were implemented and used, and how various barriers--including policy barriers, infrastructure barriers, and teacher training barriers--stopped them from being fully and completely embraced in the classroom.Overall, I recommend this book. It is well-written, easy-to-read, and makes an important contribution to the literature on the history of educational technology. I believe that this book provides a lot of value in giving us an accurate history of the use of technology in the classroom and reinforces for the readers how many of these trends--especially trends related to the barriers of education technology practice--continue to be relevant today. In this way, Cuban provides a valuable overview of where we have come from and gives us insight into what needs to change to achieve the highest level of educational opportunities for students as possible. Finally, from a historical standpoint, Cuban's book provides an interesting perspective of the hesitancy early in the computer age to embrace it and to realize it's true potential.

Teachers and Machines: The Classroom Use of Technology Since 1920 by Larry Cuban, published by Teachers College Press in 1986, explores the use of technology in the classroom as a teaching tool and as the possible replacing of classroom teachers with new technology. The book emphasizes the patterns that have existed in the use of technology since the onset of "modern technology," 1920's. The majority of the introduction of technology into the classroom has been conducted through a top down, or administration led push of pedagogy. The teachers that are in the classroom with the students have had very little influence in the policies concerning the use of technology in the classroom until after the new technology has been added. This book examines the trends that have existed through the early 1920's to the 1980's with the promise of the addition of computers into the classroom. The first part of the book examines the use of film and radio into the classroom. The later part of the book discusses possible trends that may occur with the introduction of the personal computer. Criticism concerning the use of fads in public schools has been a prevailing topic from the 1920's until the present. Cuban describes the conflicting social messages teachers and public schools have faced. Some of these conflicting notions are:1. "Socialize all children, yet nourish each child's individual creativity.2. Teach the best that the past has to offer, but insure that each child possesses practical skills marketable in the community.3. Demand obedience to authority, but encourage individual children to think and question.4. Cultivate cooperation, but prepare children to compete (p 2)." Cuban explains that the history of technology use in the classroom has been driven by top down decision. Cuban discussed issues in the classroom and introduction of technology in the 1980's when the use of computers in the classroom was just beginning. His revelations are eerily true as to how the computers are used in the classroom today. Cuban does a successful job of explaining the way in which technology has been implemented in the classroom. His writing style and use of analogies makes his conclusions easy to follow. He strongly states the need for understanding of how teachers teach, their individual pedagogy, and what tools they need in the classroom when implementing the use of technology. The trends he describes from the past, how movies, radios and television have been introduced to the classroom, lack the knowledge provided by the teachers who are in the front line of teaching.

This book deals with the use of technology in the classroom over the past century and the trends that have occurred with the implementation of film, radio, television and computers. Cuban points out the dichotomous enthusiasm of policy makers in the implementation of seemingly revolutionary technologies compared to the actual implementation of these technologies by administrators and teachers in the classroom. Cuban shows that even though much has been accomplished in education theory and technology in the past century little visible change has actually occurred in the classroom due to the misunderstandings between policy makers and educators. This book points out the obstacles that have occurred with the use of technology in the classroom and makes predictions about what the future holds about the use of the computer in the classroom.Even though this book was written over twenty years ago the trends that are discussed and the problems dealing with the relationships between policy makers and educators still ring true today. Cuban is able to organize the evolution of technology and policy in a way that relates to the modern implementation of technology in the classroom. It discusses the evolution of developmental theory and its application to the implementation of technology in the classroom in dealing with the effectiveness of technology to engage, interest, and develop students' knowledge and skills. Policy makers, administrators, and teachers can gain a better understanding of how the past has influenced current policy on technology in the classroom from reading this book. This book is a quick and seemingly easy read that will provide the reader with insight into how technology has been used, or not used, in the classroom over the past century and can possibly help to ensure that we do not continue to repeat the same mistakes that in our future implementation of policy as it deals with the use of technology in the classroom.

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