The New K-12, “Full-Access” Computing Architecture: A Reaction to Bull, Bull, Garofalo, and Harris
 New Search |  Print Abstract |  E-mail Abstract |  Full Text |  Save to My Collections |  Export Citation |
HTML version at citejournal.org
Norris, C. & Soloway, E. (2002). The New K-12, “Full-Access” Computing Architecture: A Reaction to Bull, Bull, Garofalo, and Harris. Contemporary Issues in Technology and Teacher Education, 2(1), 74-75. Norfolk, VA: AACE.
Retrieved from http://www.editlib.org/p/11120.
Journal Information
Contemporary Issues in Technology and Teacher Education
ISSN 1528-5804
Volume 2, Issue 1, 2002
Association for the Advancement of Computing in Education (AACE) Norfolk, VA
More Information on CITE Journal
Authors
Abstract
Educational computing architectures have evolved from standalone computers in labs and classrooms, through networked computers in classrooms and labs, and lately to mobile, wirelessly networked laptops on carts.
Keywords
Also Read
- Facilitating Technology-Enhanced Problem-based Learning (PBL) in the Middle School Classroom: An Examination of How and Why Teachers Adapt
- Research Highlights in Technology and Teacher Education 2009
- A REVIEW OF WEB-BASED LEARNING SYSTEMS FOR PROGRAMMING
- Learning and Teaching with Electronic Games
- Social Networking Tools for Teacher Education
- E-Learning: So where did we go wrong? Challenges for Senior Management
- Examining TPACK Among K-12 Online Distance Educators in the United States
- Programming education for non-technical students using children’s media authoring environment
- Course completion and participation patterns at Utah’s Electronic High School
- Blended Learning: What is it? How does it impact student retention and performance?
Tags
Add tagComments & Discussion
Comment on the paper above. You must be registered to participate. Registration is free.
New comment