Educational Research: Networks and Technologies

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9781402066122: Educational Research: Networks and Technologies
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"This groundbreaking book records the intellectual struggles of a diverse and distinguished group of scholars as they come to grips with the changes in knowledge production, and modes of research communication, engendered by contemporary information and communications technology. The book performs a major service in placing the phenomenon of networks - their potentialities and also their dangers - squarely on our intellectual agenda."

D.C. Phillips, Professor Emeritus of Education and Philosophy, Stanford University

"In this book, a rich array of international scholars in the philosophy and history of education address a pressing concern in contemporary educational research  and educational practice: the impact of information technology and networks.  The authors are strikingly successful, both in explicating the effects of these changes on both domains and in subverting these effects by pointing out the ironies and continuities lodged beneath technology's veneer of utility and novelty."

David F. Labaree, Professor of Education, Stanford University

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Does IT poison the minds of the young? Must educational institutions change to serve the needs of the twenty-first century? This book addresses these questions and more. It records the intellectual struggles of a group of scholars coming to grips with changes in knowledge production and research communication. Together these authors demonstrate how philosophical and historical approaches are relevant to the practice and theory of education.

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Otras ediciones populares con el mismo título

9789048176816: Educational Research: Networks and Technologies

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ISBN 10:  9048176816 ISBN 13:  9789048176816
Editorial: Springer, 2011
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Descripción Springer-Verlag New York Inc., United States, 2007. Hardback. Condición: New. 2007 ed.. Language: English . Brand New Book. Does IT poison the minds of the young? Must educational institutions change to serve the needs of the twenty-first century? This book addresses these questions and more. It records the intellectual struggles of a group of scholars coming to grips with changes in knowledge production and research communication. Together these authors demonstrate how philosophical and historical approaches are relevant to the practice and theory of education. Nº de ref. del artículo: LIB9781402066122

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Publicado por Springer-Verlag New York Inc., United States (2007)
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Descripción Springer-Verlag New York Inc., United States, 2007. Hardback. Condición: New. 2007 ed.. Language: English . Brand New Book. Does IT poison the minds of the young? Must educational institutions change to serve the needs of the twenty-first century? This book addresses these questions and more. It records the intellectual struggles of a group of scholars coming to grips with changes in knowledge production and research communication. Together these authors demonstrate how philosophical and historical approaches are relevant to the practice and theory of education. Nº de ref. del artículo: LIB9781402066122

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Paul Smeyers (editor), Marc Depaepe (editor)
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Descripción Springer Netherlands 2007-10-08, Berlin, 2007. hardback. Condición: New. Nº de ref. del artículo: 9781402066122

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Publicado por Springer (2007)
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Descripción Springer, 2007. Condición: New. Nº de ref. del artículo: L9781402066122

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PAUL SMEYERS
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Descripción Springer, 2007. Hardback. Condición: NEW. 9781402066122 This listing is a new book, a title currently in-print which we order directly and immediately from the publisher. For all enquiries, please contact Herb Tandree Philosophy Books directly - customer service is our primary goal. Nº de ref. del artículo: HTANDREE0291547

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Paul Smeyers
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Descripción Springer-Verlag Gmbh Okt 2007, 2007. Buch. Condición: Neu. Neuware - Does IT poison the minds of the young Must educational institutions change to serve the needs of the twenty-first century This book addresses these questions and more. It records the intellectual struggles of a group of scholars coming to grips with changes in knowledge production and research communication. Together these authors demonstrate how philosophical and historical approaches are relevant to the practice and theory of education. There have always been networks in the context of educational research as well as particular technologies. Yet recent developments in ICT have put their mark on contemporary education and on educational research and more in general on knowledge and understanding. Does the network society and its supporting technologies constitute a thoroughly radical innovation in social practice Does information technology poison the minds of the younger generation Do educational institutions have to be transformed in order to effectively serve the needs of the twenty-first century And what are the implications of these changes for educational research and for researchers themselves In this book distinguished philosophers and historians of education focus on the way networks and technologies characterize education and educational research nowadays. Attention is paid for instance to online networks as spaces and places that are changing research practices and relations, to the involvement of the researcher in the moral debate, but also to particular educational technologies such as the use of experts advice concerning Internet use, the American True Love Waits movement and the practice of punishment in schools. 'This groundbreaking book records the intellectual struggles of a diverse and distinguished group of scholars as they come to grips with the changes in knowledge production, and modes of research communication, engendered by contemporary information and communications technology. The book performs a major service in placing the phenomenon of networks - their potentialities and also their dangers - squarely on our intellectual agenda.' D.C. Phillips, Professor Emeritus of Education and Philosophy, Stanford University 'In this book, a rich array of international scholars in the philosophy and history of education address a pressing concern in contemporary educational research and educational practice: the impact of information technology and networks. The authors are strikingly successful, both in explicating the effects of these changes on both domains and in subverting these effects by pointing out the ironies and continuities lodged beneath technology's veneer of utility and novelty.' David F. Labaree, Professor of Education, Stanford University This publication is realized by the Research Community (FWO-Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Also realized by the Research Community is Educational Research: Why 'What Works' Doesn t Work, which appeared in 2006. 228 pp. Englisch. Nº de ref. del artículo: 9781402066122

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Paul Smeyers
Publicado por Springer-Verlag Gmbh Okt 2007 (2007)
ISBN 10: 1402066120 ISBN 13: 9781402066122
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Descripción Springer-Verlag Gmbh Okt 2007, 2007. Buch. Condición: Neu. Neuware - Does IT poison the minds of the young Must educational institutions change to serve the needs of the twenty-first century This book addresses these questions and more. It records the intellectual struggles of a group of scholars coming to grips with changes in knowledge production and research communication. Together these authors demonstrate how philosophical and historical approaches are relevant to the practice and theory of education. There have always been networks in the context of educational research as well as particular technologies. Yet recent developments in ICT have put their mark on contemporary education and on educational research and more in general on knowledge and understanding. Does the network society and its supporting technologies constitute a thoroughly radical innovation in social practice Does information technology poison the minds of the younger generation Do educational institutions have to be transformed in order to effectively serve the needs of the twenty-first century And what are the implications of these changes for educational research and for researchers themselves In this book distinguished philosophers and historians of education focus on the way networks and technologies characterize education and educational research nowadays. Attention is paid for instance to online networks as spaces and places that are changing research practices and relations, to the involvement of the researcher in the moral debate, but also to particular educational technologies such as the use of experts advice concerning Internet use, the American True Love Waits movement and the practice of punishment in schools. 'This groundbreaking book records the intellectual struggles of a diverse and distinguished group of scholars as they come to grips with the changes in knowledge production, and modes of research communication, engendered by contemporary information and communications technology. The book performs a major service in placing the phenomenon of networks - their potentialities and also their dangers - squarely on our intellectual agenda.' D.C. Phillips, Professor Emeritus of Education and Philosophy, Stanford University 'In this book, a rich array of international scholars in the philosophy and history of education address a pressing concern in contemporary educational research and educational practice: the impact of information technology and networks. The authors are strikingly successful, both in explicating the effects of these changes on both domains and in subverting these effects by pointing out the ironies and continuities lodged beneath technology's veneer of utility and novelty.' David F. Labaree, Professor of Education, Stanford University This publication is realized by the Research Community (FWO-Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Also realized by the Research Community is Educational Research: Why 'What Works' Doesn t Work, which appeared in 2006. 228 pp. Englisch. Nº de ref. del artículo: 9781402066122

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Paul Smeyers
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Descripción Springer-Verlag Gmbh Okt 2007, 2007. Buch. Condición: Neu. Neuware - Does IT poison the minds of the young Must educational institutions change to serve the needs of the twenty-first century This book addresses these questions and more. It records the intellectual struggles of a group of scholars coming to grips with changes in knowledge production and research communication. Together these authors demonstrate how philosophical and historical approaches are relevant to the practice and theory of education. There have always been networks in the context of educational research as well as particular technologies. Yet recent developments in ICT have put their mark on contemporary education and on educational research and more in general on knowledge and understanding. Does the network society and its supporting technologies constitute a thoroughly radical innovation in social practice Does information technology poison the minds of the younger generation Do educational institutions have to be transformed in order to effectively serve the needs of the twenty-first century And what are the implications of these changes for educational research and for researchers themselves In this book distinguished philosophers and historians of education focus on the way networks and technologies characterize education and educational research nowadays. Attention is paid for instance to online networks as spaces and places that are changing research practices and relations, to the involvement of the researcher in the moral debate, but also to particular educational technologies such as the use of experts advice concerning Internet use, the American True Love Waits movement and the practice of punishment in schools. 'This groundbreaking book records the intellectual struggles of a diverse and distinguished group of scholars as they come to grips with the changes in knowledge production, and modes of research communication, engendered by contemporary information and communications technology. The book performs a major service in placing the phenomenon of networks - their potentialities and also their dangers - squarely on our intellectual agenda.' D.C. Phillips, Professor Emeritus of Education and Philosophy, Stanford University 'In this book, a rich array of international scholars in the philosophy and history of education address a pressing concern in contemporary educational research and educational practice: the impact of information technology and networks. The authors are strikingly successful, both in explicating the effects of these changes on both domains and in subverting these effects by pointing out the ironies and continuities lodged beneath technology's veneer of utility and novelty.' David F. Labaree, Professor of Education, Stanford University This publication is realized by the Research Community (FWO-Vlaanderen / Research Foundation Flanders, Belgium) Philosophy and History of the Discipline of Education: Evaluation and Evolution of the Criteria for Educational Research. Also realized by the Research Community is Educational Research: Why 'What Works' Doesn t Work, which appeared in 2006. 228 pp. Englisch. Nº de ref. del artículo: 9781402066122

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10.

Publicado por Springer (2018)
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Descripción Springer, 2018. Hardcover. Condición: New. Never used! This item is printed on demand. Nº de ref. del artículo: 1402066120

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