A complex level of thinking that entails analyzing and classifying or organizing perceived qualities or relationships, meaningfully combining concepts and principles verbally or in the production of art works or performances, and then synthesizing ideas into supportable, encompassing thoughts or generalizations that hold true for many situations.
Published in Chapter:
The Use of Technology in Urban Populations
Terry T. Kidd (University of Texas School of Public Health, USA)
Copyright: © 2008
|Pages: 11
DOI: 10.4018/978-1-59904-881-9.ch145
Abstract
The introduction of microcomputers into classrooms during the 1980s was heralded by many as the dawn of a new era in American education. Proponents argued that technology had the potential to fundamentally transform the nature of teaching and learning (Papert, 1980; U.S. Congress, Office of Technology Assessment, 1988). However, over time, it has become apparent that it is far easier to acquire hardware, software, and Internet access (Becker, 1991; Dividing lines, 2001) than it is to capture the potential of technology in significantly meaningful outcomes (Cuban, 2001). Likewise, educators concerned about the chronic underachievement of urban learners often fall prey to the allure of technology as a tool for reversing the historical influences of poverty, discrimination, inequity, chronic underachievement, and lack of opportunity. However, 25 years after the introduction of the computer into the classroom, many of the expectations associated with technology in education remain unrealized. In this article, we discuss new technological horizons for urban learners, and highlight issues relating to the socioeconomic trends of technology in schools. In addition, we provide specific examples of technology interventions that can be implemented to engage urban students in meaningful learning activities.