This title was first published in 2002.The educational potential of information and communications technology (ICT) has been speculated upon endlessly - from the early days of the micro-computer to the present excitement surrounding virtual education and e-learning . Now, with current multi-billion dollar initiatives such as the UK National Grid for Learning and US Technology Literacy Challenge, ICT is an unavoidable element of education. Yet despite a plethora of promises and policies, new technologies have failed to be wholly integrated into education. Telling Tales on Technology critically examines the role of ICT in education and explores how, given its assumed importance, new technology remains a peripheral part of much of what goes on in education. Based on in-depth qualitative studies, the book takes a comprehensive yet questioning look over the past two decades of educational technology policy and practice and positions it within the wider social, cultural, political and economic notion of the information age . Drawing on interviews with students, teachers, politicians and business people as well as comprehensive documentary analysis, this is an essential text for anyone thinking seriously about the use of ICT in education.

From spoken word to ballet, ancient Greek and Roman epics regularly provide both the subjects and the form for emergent and seasoned theatre makers. This volume examines the 'why' of this epic turn, exploring not only the translation and scholarly histories of the epics, but also earlier performance traditions and recent theoretical debates.

ÿThe aim of this book is to share a relatively loose collection of studies using digital storytelling as a pedagogical tool in Cape Peninsula University of Technology (CPUT). The book takes an informed social justice approach to teaching and learning, at the heart of which is the exploration of DST as a practice of voice and agency. Voice and agency are important in excavating and recovering subjugated identities, and moving the concerns of those occupying subaltern spaces to the mainstream of teaching and learning. Yet this discursive shift is not without inherent challenges. Multi-modal technologies are reflective of wider inequities in the so-called technological divide. Whilst this is a book about higher education, there are important lessons for schooling. On the one hand, the book is a powerful demonstration of the potential of DST for enhancing learning in schools, particularly in schools serving the poor and marginalised. On the other hand, improving teaching and learning in higher education, through the creative use of technology, is essential to overcome the learning challenges of those entering tertiary level institutions.

How do calendars and clocks influence considerations of school effectiveness? From the creation of compulsory education to the future of virtual schooling, Weiss and Brown trace two centuries of school practices, policies and research linking the concept of time with ‘opportunity to learn’. School calendars and clocks are shaped by both the physical and social worlds, and the ‘clock of schooling’ is shown to be one of the ‘great clocks of society’ that helps to frame school effectiveness. School time does not operate in a vacuum, but within curriculum, teaching and learning situations. The phrase ‘chrono-curriculum’ was devised by the authors as a metaphor for exploring issues of school effectiveness within the time dimension. Using American and Canadian sources, stories are created to illustrate four themes about time and school effectiveness. The first three stories utilize access, attendance and testing as criteria associated with these eras of schooling. How will the story read in the fourth era, the digital age, which forces us to a reconsideration of time and its influence on education? Quoting David Berliner in his Foreword: “ this is an opportune time for these authors to bring us insights into the reasons we in North America created our public school systems, and how the chrono-curriculum influences those systems. The authors’ presentation of our educational past provides educators a chance to think anew about how we might do schooling in our own times.”

Formulation remains one of the most important activities that those using psychological approaches undertake as part of their work. Arguably, however, formulation is an activity that remains poorly understood. In a current climate demanding quick fix solutions there is a tendency, which the authors refuse, towards over-simplification. Instead this book sets out to explore the challenging complexity of psychological formulation. By drawing on a wide range of sources from psychology and the arts the authors find ways to honour the stories clients tell yet offer key psychological insights to facilitate change. They provide a clear guide to enable the reader to think about the purpose of their work with clients, the perspectives which inform it and the process used to ensure effective outcomes. The chapters, supported by exercises on key issues, examine key debates on the role of formulation in professional practice, a framework for developing a systematic approach to formulation and a detailed account of the purpose, perspective and process of formulation.

Information and communications technology (ICT) has become an unavoidable element of education, yet new technologies have failed to become wholly integrated. This engaging volume critically examines the role of ICT in education and explores how, given its assumed importance, new technology remains a peripheral part of much of what goes on in education. An essential text for anyone thinking seriously about the use of ICT in education.

If you have an eye for a short story that is...short...seeks to grab the reader and has no qualms about occasionally slotting into the simple tale bracket... You may care to give these a try... Occasionally dark...occasionally light...occasionally (hopefully) amusing...hopefully (always) accessible! Written in a range of styles and in a variety of settings and aimed at anyone with an eye for a simple tale and without the need to be too uplifted by the things they read.

"This book combines practical and effective classroom practices with the latest technological research findings utilized in literacy instruction"--Provided by publisher.

A history of audiobooks, from entertainment & rehabilitation for blinded World War I soldiers to a twenty-first-century competitive industry. Histories of the book often move straight from the codex to the digital screen. Left out of that familiar account are nearly 150 years of audio recordings. Recounting the fascinating history of audio-recorded literature, Matthew Rubery traces the path of innovation from Edison’s recitation of “Mary Had a Little Lamb” for his tinfoil phonograph in 1877, to the first novel-length talking books made for blinded World War I veterans, to today’s billion-dollar audiobook industry. The Untold Story of the Talking Book focuses on the social impact of audiobooks, not just the technological history, in telling a story of surprising and impassioned conflicts: from controversies over which books the Library of Congress selected to become talking books—yes to Kipling, no to Flaubert—to debates about what defines a reader. Delving into the vexed relationship between spoken and printed texts, Rubery argues that storytelling can be just as engaging with the ears as with the eyes, and that audiobooks deserve to be taken seriously. They are not mere derivatives of printed books but their own form of entertainment. We have come a long way from the era of sound recorded on wax cylinders, when people imagined one day hearing entire novels on mini-phonographs tucked inside their hats. Rubery tells the untold story of this incredible evolution and, in doing so, breaks from convention by treating audiobooks as a distinctively modern art form that has profoundly influenced the way we read. Praise for The Untold Story of the Talking Book “If audiobooks are relatively new to your world, you might wonder where they came from and where they’re going. And for general fans of the intersection of culture and technology, The Untold Story of the Talking Book is a fascinating read.” —Neil Steinberg, Chicago Sun-Times “[Rubery] explores 150 years of the audio format with an imminently accessible style, touching upon a wide range of interconnected topics . . . Through careful investigation of the co-development of formats within the publishing industry, Rubery shines a light on overlooked pioneers of audio . . . Rubery’s work succeeds in providing evidence to ‘move beyond the reductive debate’ on whether audiobooks really count as reading, and establishes the format’s rightful place in the literary family.” —Mary Burkey, Booklist (starred review)

The relationships between knowledge, technologies, and legal processes are central to the constitution of contemporary societies. As such, they have come to provide the focus for a range of academic projects, across interdisciplinary legal studies and the social sciences. The domains of medical law and ethics, intellectual property law, environmental law and criminal law are just some of those within which the pervasive place and ‘impact’ of technoscience is immediately apparent. At the same time, social scientists investigating the making of technology and expertise - in particular, scholars working within the tradition of science and technology studies - frequently interrogate how regulation and legal processes, and the making of knowledge and technologies, are intermingled in complex ways that come to shape and define each other. This book charts the important interface between studies of law, science and society, as explored from the perspectives of socio-legal studies and the increasingly influential field of science and technology studies. It brings together scholars from both areas to interrogate the joint roles of law and science in the construction and stabilization of socio-technical networks, objects, and standards, as well as their place in the production of contemporary social realities and subjectivities.