...taken as a whole they contribute significantly to a conversation that, in the era of hype surrounding IT, is all too often ignored. -- Stanley Aronowitz, CUNY Graduate Center, author of From the Ashes of the Old: American Labor and America's Future Education and Technology... offers a truly learner-centered and learning-centered approach to educational technology. In substantial and interdisciplinary ways it carefully builds a foundation not just for rethinking the potential for technology inlight of educational principles but, more importantly, rethinking teaching and learning in light of technology's potential. Now that technology is both so ubiquitous in our culture and hasas the volume points outunderachieved educationally, it ismore important than ever to keep fundamental questions about its potential in the foreground of discussions about the future of education and learning. This volume makes an important contribution to that ongoing conversation by offering rich contexts forrevisiting these key questions, whether through cognitive psychology, philosophy, activity theory and many other perspectives. More importantly, it models an intelligent and stimulating way of approaching these questions. Through essays that build on and speak to one another, this volume critiques the potential of technology not as a foil for one extreme position or the other, but with a careful eye on the capabilities of educational technology to foster the most important and progressive educational va -- Randall Bass, Georgetown University Learning is a set of tensions... My pinboard isn't of general interest, and I mention it only because it illustrates the permissive possibilities of working on a surface, flexibly... -- John Law, from his chapter, Pinboards and Books: Juxtaposing, Learning, and Materiality Education and Technology... offers a truly learner-centered and learning-centered approach to educational technology. In substantial and interdisciplinary ways it carefully builds a foundation not just for rethinking the potential for technology in light of educational principles but, more importantly, rethinking teaching and learning in light of technology's potential. Now that technology is both so ubiquitous in our culture and hasas the volume points out"underachieved" educationally, it is more important than ever to keep fundamental questions about its potential in the foreground of discussions about the future of education and learning. This volume makes an important contribution to that ongoing conversation by offering rich contexts for revisiting these key questions, whether through cognitive psychology, philosophy, activity theory and many other perspectives. More importantly, it models an intelligent and stimulating way of approaching these questions. Through essays that build on and speak to one another, this volume critiques the potential of technology not as a foil for one extreme position or the other, but with a careful eye on the capabilities of educational technology to foster the most important and progressive educational values bearing on learning, intellectual development, and creativitiy. -- Randall Bass, Georgetown University
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