Never Send a Human to Do a Machine's Job
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Never Send a Human to Do a Machine's Job
Correcting the Top 5 EdTech Mistakes



© 2016 | 144 pages | Corwin

Do what you do best and let technology do the rest

Technology has transformed our lives. Virtually every school and classroom is connected. Why then, has it not transformed education? Consider these five ways educators can begin to optimize classroom technology and rethink its use.

  • See technology as a complement rather than a replacement
  • Embrace its creation potential over consumption function
  • Encourage design and personalized learning over standards and outcomes
  • Celebrate the journey toward digital competence over curriculum improvement 
  • Focus on tech-pedagogy over product usage

Learn how to let technology cultivate student autonomy, creativity, and responsibility while focusing on lessons that hone higher-order and critical thinking skills. 

"Dr.  Zhao continues to push educators’ thinking by taking a serious examination of the role technology has played in education. The struggles he lays out are challenges educators try to overcome on an almost daily bases. The new thinking in this book needs to be read by those in the classroom and leaders alike." 
Steven W. Anderson, Author
Content Curation: How to Avoid Information Overload, @web20classroom


This book masterfully address the issues related to technology integration in schools. Dr. Zhao artfully navigates through the misconception of technology as the ultimate solution to the challenges of teaching.
Jared Covili, Author of Going Google and Classroom in the Cloud

 
Acknowledgments
 
About the Authors
 
Introduction
 
1. The Wrong Relationship Between Technology and Teachers: Complementing in an Ecosystem Versus Replacing in a Hierarchy
An Ecosystem, Not a Hierarchy: Reconsidering the Relationship Between Teachers and Technology  
Technology and Teachers in a Learning Ecosystem: What Are Their Niches?  
Constructing a Learning Ecosystem: What Does It Look Like?  
 
2. The Wrong Application: Technology as Tools for Consumption Versus Tools for Creating and Producing
The First Approach: Technology as a Tool for Consumption  
Constructivism: Constructing by Creating and Producing  
Wikipedia: A Mass Project of Creating and Making  
Digital Stories, Twitters, Blogs, Videos, and Robots: New Genres of Creating and Making  
Diverse Needs as Creators and Makers  
 
3. The Wrong Expectation: Technology to Raise Test Scores Versus Technology to Provide Better Education
Can Technology Boost Test Scores? Don’t Let the Wrong Question Guide Our Technology Use  
Providing Better Education: The Real Value of Educational Technology  
 
4. The Wrong Assumptions: Technology as Curriculum Versus Digital Competence
The Wrong Assumptions: Technology as Curriculum/Instruction  
What Is Digital Citizenship?  
Developing Digital Citizenship Through the Use of Digital Technology  
 
5. The Wrong Technology Implementation: Top Down Versus Bottom Up
Two Technology Paradoxes  
Before 3 p.m. Model  
After 3 p.m. Model  
Before 3 p.m. Versus After 3 p.m.: What Are the Differences?  
Alternative Ways to Implement Technology  
Conclusion  
 
6. Making It Right: Reimagining Education in the Second Machine Age
The Need for Reimagining Education  
Reimagining the What: Curriculum  
Reimagining the How: Pedagogy  
Reimagine the Teacher-Machine Relationship: Summary  
 
Index
Key features

Drawing on learning theories and research on educational technology, the authors:

  • present a new perspective on technology in education
  • discuss the new perspective with research and the current hot topics in educational technology
  • provide suggestions and recommendations for political and education leaders, school leaders, teachers, and parents

Sample Materials & Chapters

Introduction


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ISBN: 9781452282572

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