"Practical, detailed advice about how to incorporate the Internet into instruction and why these new tools require new frames and supports for practice. High school educators will be especially interested to read how Internet projects can engage and empower high school students in new ways." --Milbrey W. McLaughlin, David Jacks Professor of Education and Public Policy, Stanford University "A superb book.... Required reading for those who seek to understand the social and organizational forces that shape different patterns of Internet use. This is the best book I know of to help teachers and schools make their hopes about learning from (and with) the Internet into reality." --David C. Berliner, Regents' Professor of Education, Arizona State University
"Schofield and Davidson's pioneering study of how the local cultures of schooling shape the ways that teachers and students actually use Internet services in practice should be read by any educator who wants to realistically understand the opportunities and limitations of Internet use in North American schools." --Rob Kling, editor, The Information Society, the journal of the Center for Social Informatics
"The best study of computers in schools I've read.... I finished the book with a much better sense of why the Internet offers such promise-and such threat-to education as our children, parents, teachers, and technical specialists experience it today." --Sara Kiesler, professor, Human-Computer Interaction, Carnegie Mellon University
"Makes a significant contribution to our understanding of the potential and challenges associated with integrating technologies into schools...illustrates the many ways in which effective technology use is both facilitated and hindered by the cultural practices of schooling. This book is of great service to anyone wrestling with how to make technologies work as effective teaching and learning tools in schools." --Margaret Honey, vice president and director, Education Development Center, Center for Children and Technology