Rethinking Technology in Schools Primer

by Vanessa Elaine Domine (Author)
©2009 Textbook 152 Pages
Series: Counterpoints Primers, Volume 27


Among the many challenges facing public schooling in the United States is the often irrelevant usage of technology in the classroom – in ways that support the textbook and computer industries more than student learning and achievement. This primer reframes the longstanding debate about instructional technology in school classrooms and challenges the reader to think more critically and conscientiously about the fundamental communication and technological processes that mediate learning and ultimately define education. The primer offers educators at all levels a three-dimensional map for exploring the philosophical, pedagogical, and practical uses of technology to serve rather than subvert the public purposes of education in a democracy.


ISBN (Softcover)
Performance Studies Schule Educational technology practice research institutions collaboration skills knowledge USA Technischer Fortschritt Technology integration Media literacy Democratic practice Performance (Kunst) Kulturvergleich Aufsatzsammlung Theatre Australia Intercultural Studies Globalisation Japan
New York, Bern, Berlin, Bruxelles, Frankfurt am Main, Oxford, Wien, 2009. 160 pp.

Biographical notes

Vanessa Elaine Domine (Author)

The Author: Vanessa Elaine Domine is an associate professor at Montclair State University in New Jersey. She holds B.A. and M.A. degrees in communication and a Ph.D. in media ecology. Her teaching and scholarship critically examine media and technological literacies among young people and democratic practices within education. Her work also appears in 19 Urban Questions: Teaching in the City (Peter Lang, 2004) and Useful Theory: Making Critical Education Practical (Peter Lang, 2006).


Title: Rethinking Technology in Schools Primer