In this compelling collection of essays, Tom Liam Lynch challenges popular enthusiasm for the use of technology in education. Drawing on his in-depth expertise and experiences with large-scale technology and literacy projects for the New York City school system, Lynch poses lively new ideas about how digital technologies can impact learning and teaching. What does it mean to view computer science as a literacy? How might the humanities open STEM to more students and teachers? Why should quantitative educational data always be counterbalanced with qualitative insights? Written over the course five years as columns for a national English education journal, Lynch's clear and concise essays are as engaging as they are erudite: equal parts history, theory, and sobering reality.
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