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Table of Contents

List of Figures Introduction: Data-Driven Democracy? Social Assessment of Educational Computing Hank Bromley I. Discursive Practices: Who Speaks of Computing, and How? 1. The Mythic Machine: Gendered Irrationalities and Computer Culture Zoe Sofia 2. The Everyday Aesthetics of Computer Education Anthony P. Scott 3 Telling Tales Out of School: Modernist, Critical, and Postmodern "True Stories" About Educational Computing Mary Bryson and Suzanne de Castell 4. Computer Advertising and the Construction of Gender Matthew Weinstein II. Classroom Practices: Pedagogy and Power in Action 5. "I Like Computers, but Many Girls Don't": Gender and the Sociocultural Context of Computing Brad R. Huber and Janet Ward Schofield 6. "You Don't Have To Be A Teacher To Teach This Unit": Teaching, Technology, and Control in the Classroom Michael W. Apple and Susan Jungck III. Democratic Possibilities: When Does Technology Empower? 7. Control and Power in Educational Computing Peter H. Kahn, Jr. and Batya Friedman 8. Using Computers to Connect Across Cultural Divides Brigid A. Starkey 9. Learning to Exercise Power: Computers and Community Development Antonia Stone Notes References List of Contributors Author Index Subject Index

About the Author

Hank Bromley is Assistant Professor of Educational Organization, Administration, and Policy and Associate Director of the Center for Educational Resources and Technologies at the State University of New York at Buffalo. He is the author of Lisp Lore: A Guide to Programming the Lisp Machine (second edition coauthored with Richard Lamson). Michael W. Apple is the John Bascom Professor of Curriculum and Instruction, and Educational Policy Studies at the University of Wisconsin-Madison. He has written numerous books, including The Curriculum: Problems, Politics, and Possibilities, Second Edition with Landon E. Beyer, published by SUNY Press; Ideology and Curriculum; and Official Knowledge.

Reviews

"This book provides a powerful set of metaphors and linkages for thinking about technology in relation to education. It urges us to move beyond questions of instructional efficiency or the wonders of new technologies to consider the sociopolitical origins and implications of computing practices." - Bertram Bruce, University of Illinois at Urbana-Champaign "A highly original collection of essays on computers in schools and educational settings, this book causes us to question the contemporary verities about computers and schools. The essays definitely bring perspectives not usually seen in discussions of computers in education. A refreshing critical perspective on a topic that receives little criticism." - Philip Altbach, Boston College

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