Making a distinction between "mind" (as socially constructed) and "brain" (as a physiological entity), Spring draws on recent findings from comparative psychology on the possible effects of ICT on the social construction of the minds of students and school managers, and from neuroscience regarding its effect on students’ brains. Throughout, the influence of elite networks and powerful interest groups is linked to what is happening to children in classrooms. In conclusion Spring offers bold suggestions to change the course of the looming technological triumph of ICT in the "brave new world" of schooling.
Making a distinction between "mind" (as socially constructed) and "brain" (as a physiological entity), Spring draws on recent findings from comparative psychology on the possible effects of ICT on the social construction of the minds of students and school managers, and from neuroscience regarding its effect on students’ brains. Throughout, the influence of elite networks and powerful interest groups is linked to what is happening to children in classrooms. In conclusion Spring offers bold suggestions to change the course of the looming technological triumph of ICT in the "brave new world" of schooling.
Education Networks: Power, Wealth, Cyberspace, and the Digital Mind
208Education Networks: Power, Wealth, Cyberspace, and the Digital Mind
208Product Details
ISBN-13: | 9780415899840 |
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Publisher: | Taylor & Francis |
Publication date: | 02/09/2012 |
Series: | Sociocultural, Political, and Historical Studies in Education |
Pages: | 208 |
Product dimensions: | 6.00(w) x 9.00(h) x (d) |