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A Tribute to Larry Lipsitz and Memories of January 1986 including Ed Tech Magazine |
| Sunday, February 10, 2019 |
I have been meaning to post the tribute below for nearly two years now. Better late than never.
Tribute to Larry Lipsitz (lifelong educator, trailblazer in
the field of educational technology, and founder of Educational Technology Magazine
(a part-time venture in 1961, and a full-time business from 1969 to the last
issue in March-April 2017). Larry passed away at the age of 79 on November 4,
2016.
A
portion of the article below appears in the last issue of Educational
Technology Magazine which was edited by my good friend and colleague, Dr. Tom
Reeves at The University of Georgia.
Bonk, C. J. (2017, March-April). Larry
Lipsitz helped change my life. In D. Hlynka, & T. C. Reeves (Eds.).
Tributes and remembrances for Larry Lipsitz. Educational Technology, 57(2),
7-8. Available: http://publicationshare.com/13
(entire tribute to Larry Lipsitz: http://publicationshare.com/14)
Original (slightly longer) Article:
Larry
Lipsitz Helped Change My Life, by Curt Bonk, Contributing Editor of Educational
Technology, and Professor, Indiana University, Instructional Systems Technology
(IST) Department
My first memories of Educational Technology magazine
take me back three decades to January 1986. What a month it was. On Friday January
3rd, I spent my final day as an accountant and CPA in Milwaukee while working
in the high tech industry. I then packed my stuff that weekend and moved to frigid
and snow-filled Madison, Wisconsin for graduate school which was -19 F at the
time. In a night class the following week titled “Ed Psych 890: Theory:
Computer-Based Instructional Systems” taught by UW Professor Richard Lehrer, I sat
next to two people, Tom Reynolds and Okhwa Lee, who would become my best
friends and top colleagues to this day. I also remember walking into the
Teacher Education building a couple of weeks later on Tuesday January 28, 1986 and
a TV mounted in the hallway, to which everyone around me was transfixed, was
replaying the explosion of the Challenger space shuttle.
Suffice
to say, that one of the most pivotal months in my life. Among the more consequential
events was when I went to the School of Education library to work on an early
assignment for EdP 890 and opened up the new January-February 1986 issue of
Educational Technology. In it was an article by the famed Roger Johnson and
David Johnson brothers from the University of Minnesota on “Computer-assisted
cooperative learning.” I was hooked. Another article from a previous issue in
1983 on “What computer-assisted instruction can offer toward the encouragement
of creative thinking” by Joan Gallini directly addressed one of the reasons I
was in graduate school; i.e., to foster human thinking and teamwork with
technology. Both articles later found their way into my master’s thesis. Articles
in other issues of this magazine by folks like Robert Tennyson, David Jonassen,
Priscilla Norton, Dean Spitzer, and countless others helped me to ramp up
quickly and learn from the leaders in the field. In fact, in the fall of 1986,
I wrote a letter to David Jonassen after reading his Educational Technology article
on “Soft technologies: A paradigm shift for educational technology” and I
received a personally written response from David a few weeks later in my
mailbox at home. Email accounts would be assigned a year later.
Suffice
to say, opening any issue of Educational Technology was like being a kid in a
candy store. Little did I realize that I would later get to meet the editor of
that magazine during a symposium at the AERA conference in April 2004 in San
Diego (ironically, the editor of this article, Tom Reeves, was the featured symposium
discussant). Even less expected was that Larry would actively solicit an
article from me. How did he know my name? Why was he asking for an article from
me? Larry sat in the front row of that research symposium in San Diego in an
attempt to learn as much as he could about the research of the presenters. If
it was any good, they would be sure to get his business card and request for an
article. Clearly, Larry Lipsitz had a keen pulse on the field of educational
technology.
In
more recent years, Larry would call or email me from time to time to discuss
trends in the field and up-and-coming people whom he might contact for an
article or a book review. He would also confer with me about upcoming special
issue themes and potential contributors. His interests in educational technology
were not only wide, they were deep; with mental notes of previous authors,
ideas, models, frameworks, concepts, theories, etc., spanning more than five
decades. He was perhaps the leading historian and documentarian of our field.
It is in the privilege getting to work with passionate, optimistic, and
transformative people like Larry Lipsitz that I am most thankful that I left
the field of accounting three decades ago. Larry pushed not only the field of
education ahead in positive ways, but markedly impacted the human condition in
general. Thanks so much Larry for helping change my life and the lives of so
many more! You cannot be replaced. We all deeply miss you.
Curt Bonk
Professor
Indiana University
Bloomington, Indiana
November 30, 2016
Labels: Curt Bonk, David Jonassen, educational technology, Educational Technology Magazine, Larry Lipsitz, Larry Lipsitz Tribute, Okhwa Lee, Richard Lehrer, Roger and David Johnson, Tom Reeves, Tom Reynolds |
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Jobs. Jobs. Jobs. It's an Instructional designer dream world. |
| Tuesday, May 10, 2016 |
There is a lot of attention paid late to instructional design position. Why? Well, simply put, there are jobs. Many jobs? Don't believe it...well, see my educational technology and instructional technology jobs portal or the one for my department in Instructional Systems Technology (IST jobs portal). (Sidenote: I had a blog post back in April 2008 on job searching in the field of educational technology. It was likely my most accessed blog post ever.
Instructional Designer Jobs Hot: The Gates
Foundation has a new 16 page report (April, 2016) on Instructional
Design in Higher Education (full report or appendix). Tthere are also many upcoming free webinars on instructional design. Interesting data. Seems that the field of educational
technology is getting much attention. According to this report, there are
13,000 instructional designers in the USA alone. Of these 13,000, most of them (i.e., 87 percent) at least
have a master’s degree and 32 percent have a Ph.D. More interestingly, perhaps, most are females (67
percent). The sample size is solid with 780 respondents. The average age is 45. See the Intentional Futures website. A figure from the Gates report is below.
"Respondents said they
wear "many hats," doing design, training, support and management
activities during a workday. For example, 54 percent reported that they manage
projects multiple times a day, and another 19 percent do so at least once a
day. Sixty percent said they perform technology training at least once a day,
and 49 percent said they performed pedagogical training just as often."
The Gates Report is one of many reports lately signaling the high demand for instructional designers as well as those in the field of educational or instructional technology in general. There are jobs!
For instance, the Chronicle of Higher Education recently published a trends report. Back on February 29, 2016, they had a series of articles on ten key trends. One of those trends related to instructional design. Instructional Design: Demand grows for a new breed of academic, The
Chronicle of Higher Education by Dan Berrett.
In it, there is a chart showing that the percent college students taking at least one online course grew from 9.6 percent in 2002 to 28 percent in 2014. And membership in the flagship organization for the field of instructional design--AECT--grew from 1,646 members in 2006 to 2,490 in 2016. That is quite a jump! My friend, Dr. Phil Harris, Executive Director of AECT, was quite pleased with these trends when I talked to him about the data below.
Again, jobs...there are jobs! In fact, of the ten trends mentioned in the report from the Chronicle of HE, this is the only one related to jobs (see The Trends Report: Ten Key Shifts in Higher Education). The others relate to things like faculty productivity, digital transcripts, leadership, marketing of the university, outsourcing aspects of college, the scrutiny of research today, university governance, restrictions on speech, and so on. So the highlighting of instructional design as one of these mega-trends is particularly salient.
Jobs. Yes, there are jobs today in instructional design and educational technology. When I visit a college campus it is not unusual for someone to tell me that they have gone from 2 or 3 instructional designers back in the 1990s to 15 or 20 or more today. Jobs. Yes, there are tons of jobs! Now do we have the flexibility in the training programs out there to find ways to ramp up the number of professionals graduating in this field in the coming decade to meet the demand?
Labels: Chronicle of Higher Education, educational technology, higher education, instructional design, instructional technology, jobs |
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Here's My Spin on "Chronicle Spring" |
| Sunday, April 22, 2012 |
Chronicle Spring:
Anyone out there flipping through the online or "wired" version of the Chronicle of Higher Education lately? It is filled with advice columns each week (and sometimes daily). The weekly paper version is too. Articles can be found on completing dissertations, writing and modifying resumes, applying for jobs, job interviewing techniques, midcareer mentoring, when and how to give notice that one is leaving for another place, departing or retiring from academic life, and so on. There is so much advice out there, my head is spinning.
The past 6 or 7 weeks have given us all ample stuff to read about life as an academic in between grading papers, serving on committees, and conducting research. Given that we had "Arab Spring" last year (see this interactive timeline of Arab spring from the Guardian), I think we should name the spring of 2012, "Chronicle Spring." There sure is a plethora of career advice and mentoring articles coming from the online Chronicle of Higher Education the past month or two to support that notion. Listed below are a few such articles; most of these are from the past couple of weeks, but all are less than two months old.
Ten Sample "Chronicle Spring" Articles:
1. My Terrible, Horrible, No Good, Very Bad Dissertation, April 8, 2012, Rachel Herrmann, The Chronicle of Higher Education.
(Note: The essence of the above article--get done! Few people write dissertations that change the world. As I said, get done! I tell my students the same thing. Sure, 1 or 2 doc students in 10 (at most...more like 1 in 20 or 1 in 100) will come up with a fantastic new model, theory, instrument, research method, etc. But the vast majority will not. Most of them, however, will provide useful insights into some topic area and nudge their chosen field ahead a bit, but their work will not be of the earth-shattering variety that is reported in Time, Nature, or Washington Post.)
2. Midcareer Mentoring, Part 1, March 19, 2012, Female Science Professor, The Chronicle of Higher Education.
3. Midcareer Mentoring, Part 2, April 16, 2012, Female Science Professor, The Chronicle of Higher Education.
(Note: During the past week or two, I have shared the above two articles on "midcareer mentoring" with many friends and colleagues who recently obtained tenure and many of them quickly returned notes of thanks. Apparently, this article about strikes a chord with people as they think about whether it is time to leave their current institution or organization or perhaps to stay and perhaps retool with a sabbatical.)
4. Why I Tossed Your Résumé, April 17, 2012, Brent Miller, The Chronicle of Higher Education.
(Note: This article has some quick comments on why your resume may be tossed from the pile of applications into the nearest bin as well as an insight or two or how to get one's resume/CV noticed and perhaps get the job. It is personally funny and touching in parts since I have experienced many of the things mentioned when on search committees in the past.)
5. Graduate Schools Need to Improve Career Counseling, Report Says, April 19, 2012, By Stacey Patton, The Chronicle of Higher Education.
(Note: According to this article, "the number of jobs requiring a master's degree will increase by 22 percent over the next eight years, and the number of jobs requiring a doctorate or professional degree will increase by 20 percent." However, there is limited career counseling for graduate students about their respective job options. This lack of help on career pathways and options could be a reason that these advice and mentoring articles in the Chronicle of Higher Education are so popular today.)
6. The End of the Affair (about the pain of turning down a job offer), April 18, 2012, George David Clark, The Chronicle of Higher Education.
(Note: This is a short article that has also struck a chord with friends of mine who had difficulty accepting one offer over another.)
7. You Will Not Reject Me. I Will Reject Me, April 17, 2012, Allison M. Vaillancourt, The Chronicle of Highe Education.
(Note: The essence of this one is that many brilliant people lack the personal confidence to apply for jobs for which they are interested and are highly qualified. Very sad I think. As such, it is an important article to quickly skim through and reflect upon. Is that you?)
8. A Few Thoughts on a Graceful Exit, April 20, 2012, Gene C. Fant Jr., The Chronicle of Higher Education.
(Note: Clearly, you should be fair to those around you when you have a job offer that you are likely taking or indeed have taken. If you have hired the movers and scheduled a pick-up time for your furniture and put your house on the market, you better tell someone you are leaving and need to be replaced on the fall or spring teaching schedule.)
9. Work-Life Balance Is Out of Reach for Many Male and Female Scientists, March 8, 2012, By Audrey Williams June, The Chronicle of Higher Education.
(Note: this article uses a recent survey data report to foster a discussion of better ways to foster a work-life balance; especially in STEM fields. According to this survey of over 4,200 scientists and researchers around the planet, 48 percent of women were not pleased with the way work and personal life mesh, whereas that drops to 39 percent for men. Both figures are way too high.)
10. In the midst of all of these advice articles, of course, there are discussions about salaries. And there are charts and tables to lend support to such discussions. For instance:
Professors Seek to Reframe Salary Debate, April 8, 2012, by Audrey Williams June, The Chronicle of Higher Education.
Along with that article is an interactive Table of salaries and detailed data on the different colleges profiled.
(Note: Definitely worth playing with the interactive data chart. It is eye opening to see where my university ranks when compared to other places around the USA.)
Ten Causes of Chronicle Spring:
Had enough of all these articles? Me too. I have enjoyed each one but my brain is going a tad mushy with all the advice, recommendations, and data points.
I think there are many reasons for the increase in all the advice and guidance columns and increasing need for career mentoring. Here are ten such reasons (as you can see, I do like the number 10).
1. Spring, Spring, Spring: It is springtime and people are getting interviews for new positions and pondering whether to leave their current institution or organization or not. In addition, spring is a time for renewal and reflection. Summer is around the corner, and if you do not teach at that time, it can be a time for much writing productivity and advancement of one's research. These advisory types of articles can help one plan for summer.
2. Jobs, Jobs, Jobs: The job market is clearly picking up. Seems nearly all my current and former students on the job market are getting interviews and some of them have multiple job offers. That was not the case a year or two ago. Part of the reason is retirements. Of course, all is not rosy for those getting positions today since, at many institutions, the faculty replacement policy is 1 person being hired for every 2 or 3 retirements. As such, mentoring and advice is needed on whether to take such a position.
In my current discipline, instructional and educational technology, things are really heating up. The Chronicle of Higher Education, in fact, has been documenting some of the current explosion in venture capital for learning technology companies (see list of start-ups at the bottom of this article on Piazza; there are others as well; 3 Start-Up Announcements From the Education Innovation Summit and Online-Education Start-Up Teams With Top-Ranked Universities to Offer Free Courses). As you pan through such articles, it is clear that there are many job opportunities out there for those who want to work outside of academia.
In addition, nearly all college and university campuses and government agencies now need instructional design and distance or e-learning learning support for their online and blended courses. Those seeking a job in instructional technology, educational technology, or e-learning on a college campus or in a government, corporate, or military setting (or even in a school district), might see the jobs portal from my department (Instructional Systems Technology (IST)) at Indiana University or my personal portal of over 30 job Website portals. And there's always the jobs database from the Chronicle of Higher Education to peruse through.
3. Mistakes, Mistakes, Mistakes: Because we are coming out of a recession, no one wants to make a mistake and pick the wrong place to move to or make a bad decision of any kind. At the same time, most people do not want to wait too long to make a move. It is a nerve-wracking situation for many. They need advice and mentoring.
4. Information, Information, Information: So many articles to read and learn from in order to stay abreast of what is happening today. So much to consider in terms of one's career. How can anyone keep track of it all? I know lately I have seen a surge of people seeking advice about their careers, whether they be graduate students, assistant professors, or associate professors. Some want advice on writing their resumes or CVs. Others want to know about interview questions that they might be asked (see my blog post on that). And others want to know whether they should focus their careers in a couple specific areas; and if so, how. That is just a small sample of the questions I am getting the past few weeks.
5. Flow, Flow, Flow: Some people are seeking happiness and flow. They want to have a richer, better, and more meaningful life. And they seek out advice columns and personal mentoring for such. It is hard to balance a career and family life; especially, after surviving a system with so many hoops and hurdles like getting a master's degree or a(n) Ed.D. or Ph.D. We are conditioned to be working all the time and to be competing with others around us (either implicitly or explicitly). Stop! Stop! Stop! I recommend people enjoy the journey and help as many people around them as they can. There is something to be said for going with the flow. There is something to be said for having a high quality of life. Just focus on your own flow state and ignore the stuff happening around you (or don't focus on flow...just exist within it). Do that, and all will be well.
6. Models, Mentors, Maintaining Meaningful Relationships: Many graduate students and faculty members lack a personal mentor, coach, or guide around them who cares about their personal growth and is willing to devote significant amounts of time to help them reach their full potential. Such meaningful relationships take time to build, nurture, and maintain. Open access articles found online can be a short-term solution. But, we certainly need both.
7. Who Knew? Too New!: Many of the people I talk to are new to all of this stuff. Some have never interviewed for an academic position before. Others are in their first academic post and it is going so-so or perhaps it is highly frustrating. Still others are doing great and love their job and institution but want to excel at an even higher level or nonetheless want to explore options. All want to read these articles found in Chronicle Spring.
8. Options, Options, Options: Part of the reason for the spike in these mentoring and advice as well as the rising number of career related inquiries that people like myself are getting lately is that there more options for someone graduating today that there were 23 years ago when I graduated from the University of Wisconsin at Madison. One area where those options are particularly obvious is in teaching. Today, one can teach online fulltime or part-time. One can teach blended. And you can alternate between online, blended, and face-to-face teaching. Such online teaching opportunities will only increase in the coming decades.
9. The Digital Scholar: As part of the movement to online environments for teaching and learning, the Web also offers many news ways to be a scholar or should I say, to be a digital scholar. You can also build a career with your podcasted interviews, wiki-generated books, blog postings, open access research articles and conference papers, Twitter posts, and Webcasted lectures. As I mentioned in my blog post a few days ago (A Close Up Look at an Upcoming May MOOC), during the month of May, I will be doing a Massive Open Online Course (MOOC) for CourseSites people who are part of Blackboard. In just a little over a week, over 1,000 people have expressed interest in this course. Keep in mind that the official sign up is not until tomorrow. A MOOC was never part of my teaching or career plans when I graduated from Wisconsin back in 1989. Those teaching in a MOOC or open teaching type of situation are clearly going to require extensive advice and a bit of handholding. And so will their department chairs and deans.
10. Preparation and Confidence: If you know your colleagues and others in your field are reading these advice columns, then there is a feeling that you must as well. Reading as much as you can and discussing with others your perspectives and insights from these articles will help one feel better mentally about the current situation or possible places to apply or target. The more you are prepared, the better you will be. Four years ago, I blog posted about the types of questions one might be asked at an face-to-face, phone, or Skype interview as well as the types of questions that the interviewee might ask (it had 30 of each; Bonk's 30-30 Rule: Questions for Higher Education Faculty Job Interviews). I also wrote a series of blog posts with writing tips (a particularly popular one was on Writing Tips for Starting an Academic Career).
Final Thoughts:
There are assorted other reasons for this rise in the need for career mentoring, advice, and support. Nearly everyone seeks a high quality of life. Nearly everyone I know in academia seeks to perform at the highest level possible. Nearly everyone has questions about their next move as well as their long term personal and professional life plans. Getting advice from online articles (such as the 10 from Chronicle Spring posted above) or from a personal coach or mentor can help one find a potential path to success. What will be your path? What will you be reading during the final month or two of spring and on into the summer? And who will you be talking to about what you read or heard about?
Enjoy spring 2012--i.e., "Chronicle Spring." As part of it, I hope to see some of you at the May MOOC. I will try to show what is now possible in this open educational world. The world is now wide open for learning, teaching, mentoring, coaching, etc. Eventually, we might call this Massive Open Online Mentoring (MOOM). I hope to see that day.Labels: academia, Advice, Chronicle of Higher Education, educational technology, higher education, instructional technology, jobs, mentoring |
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CQR Pro or Con?: Should schools use as much digital technology as they can afford? |
| Friday, December 02, 2011 |
Sorry no blog postings for a while. Been a rough semester, first of travel, and now of trying to complete an NSF grant.
One shiny moment occurred today. A special issue of the Congressional Record Quarterly (CRQ) came out today (Note: You may need a subscription to view it...sorry about that). The issue is devoted to technology in the K-12 schools and higher education. It is titled "Digital Education." The issue looks great; in fact, many people and projects from the "Extreme Learning" arena that I am researching are mentioned in it. For example, Aaron Doering from the University of Minnesota who has helped found Earthducation and Polar Husky. There is Paul Kim from Stanford who founded Seeds for Empowerment (he is quoted on page 1008). My son, Alex Bonk, is currently working with Paul on his Seeds for Empowerment project.
Congressional Quarterly Researcher (CQR) homepage; Entire issue: CRQ,
Digital Education (Note: It will be listed at the homepage only until the night of December 8, 2011), December 2, 2011 • Volume 21, Issue 42, Can technology replace classroom teachers?, By Marcia Clemmitt
There are many other superstars in this issue. James Gee from Arizona State University of Arizona is asked about the skills learned from game-based learning on pages 1004 and 1005. Paul Resta from UT Austin is also interviewed on page 1005. He mentions the inadequate teacher training that often surrounds technology purchases in schools. Gee, Resta, Kim, Doering. Wow.
But wait, there is more! After Paul Kim (p. 1008) mentions how live teachers might support student technology needs when and where needed online, Chris Dede from Harvard is asked about the benefits of interactive games like "River City" which he helped develop. After that, my friend Barry Fishman from the U of Michigan comments on his goals in studying the motivational principles of games. A few pages later (p. 1014), Fishman is back to discuss the educational benefits of mobile apps. The following paragraph signals the return of Aaron Doering and his ideas about adventure learning and student-generated knowledge from these adventures. Also on page 1014, my friend Christine Greenhow from the University of Maryland discusses the benefits of social networking. And there are many more learning technology experts quoted in this issue.
It is great to see so many of my friends and colleagues whom I highly respect quoted in this issue. Their work is an inspiration to me. Therefore, it was an honor to be asked to author the Pro side of the op ed piece that CRQ people gave me on the technology spending debate in schools. The exact debate is: "Should schools incorporate as much digital technology as they can afford." My response and the entire issue is freely available for a week or until the night of December 8th, 2011.
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Pro and Con. Note: I wrote 538 words. My article, however, had to be reduced to 400 words. My original longer version is below. See what you think.
Congressional Quarterly Researcher (CQ) Researcher, op-ed on Computers in K-12 education.
Position of Advocate: Should schools incorporate as much digital technology as finances allow?, p. 1117
Curt Bonk, Indiana University (2011, December 2, p. 1017). Op Ed (Pro side--expanded version--a shorter 400 word version appeared in CQR) (Note: Paul Thomas from Furman University has the con side.)
We have entered a unique moment in history. Learning technologies have far outstripped learning theory. There is a ceaseless churning out of digital technologies for schools and teachers to consider. At the same time, budgets are being slashed. What to do? This is no time to ban, control, restrict, limit, or passively ignore possible uses of technology in teaching and learning. Instead, it should be an age filled with heavy doses of learning technology experimentation and creative initiatives.
School administrators, educational experts, teachers, and other stakeholders should map out reasonable scenarios on technology use and learning outcomes. With proper planning, foresight, discussion, and evaluation, there is much that technology dollars can afford, even for the smallest or most impoverished school or district.
A couple of years ago, I authored the book, “The World Is Open: How Web Technology Is Revolutionizing Education.” In it, I detailed many free and openly available resources for learning. With careful planning of one’s technology dollar, technologies such as laptops, tablet computers such as the iPad, or other hardware can be acquired with a wide range of free tools and applications for learning basic mathematics, spelling, grammar, or scientific concepts. Not content? Why, then, perhaps you might have students explore learning portals containing the great works of Shakespeare, Darwin, Einstein, Jane Austin, Jane Goodall, the Dalai Lama, and most major historical figures and leaders one can name from the past few millennia. And such contents are often created by NASA, the U.S. Federal Government, the Smithsonian, National Geographic, the United Nations, MIT, Berkeley, the British Library, UNESCO, and many other reputable and expert-reviewed sources.
Learners can collect data with online survey tools, manipulate and analyze it with spreadsheet and statistical applications, and report it with various presentation and communication tools. Critical thinking, problem solving, and synthesis are all skills that can be enhanced using digital technologies. Why not extend your budgets toward such ends? Thoughtful integration of technology necessitates that we push to the edges of all perceived limitations; this includes pedagogical limitations, access limitations, time limitations, complexity limitations, and cost limitations. Learners today can spend their entire middle and high school years learning with free resources. Now top it off with hardware, software, and administrative costs that situate students in authentic contexts analyzing real world data and interacting with their global peers about the results of their investigations. If this requires a cheap $20 membership in some service that fosters such expert advice or interaction, that is $20 well spent.
Digital technologies offer so much hope today. Students can be inspired by mentors and role models from all corners of the Earth. Feedback on one’s ideas can be received in the early morning hours or late at night. E-books can be loaded into mobile devices that can represent events through simulations, animations, videos, and hyperlinked text.
Effective learning requires an environment be designed for multiple paths to success. In the twenty-first century digital technologies—social networking, e-books, shared online video, mobile applications, virtual worlds, collaborative tools, etc.—enhance the learning opportunities for untold millions of learners. The maximization of technologies in the learning space, in effect, provides a distinct advantage for learning. Now is the time to move ahead, not retrench or retrace.
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Hope you enjoyed it. What is you opinion? Should schools use as much digital technology as they can afford? I think the operational word here is "use" not "afford." But that would need to be a longer argument.
Of course, I wish I had the space to write twice as much. With that, I could have embedded a few more specific examples. Reminder: the entire CQR special issue will only be listed on the homepage until December 8th, 2011 and may require a subscription by your university or organization to be able to view it. The Pro-Con debate I was in may end up available later on as there is a portal to all previous Pro-Con debates in CQR.
Enjoy the weekend and the football games; especially my alma mater Wisconsin Badgers vs. Mich State.Labels: computers, Congressional Quarterly Researcher, digital education, educational technology, gaming, technology costs, technology in schools |
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