November 11, 1992

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Vol. 12, Issue 10
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There are some profound questions we must ask ourselves when we reflect on the use of instructional video in the classroom. Estimates of access to video by school teachers are as high as 98 percent and any one teacher can easily locate thousands of educational video programs. Hardware is inexpensive and available, and titles plentiful. But has integration of media and curriculum ever really occurred? Has video been effectively interwoven with what and how we are teaching?
On a brisk sun-drenched November day, I became a "point of light.'' Along with three of my colleagues at the Wayland (Mass.) Middle School, I ran in the New York City Marathon to raise money for Wayland's beleaguered "METCO'' program. METCO--the Metropolitan Council for Educational Opportunity--is a state-funded program that buses inner-city Boston students to over 40 participating suburban communities.
Today, computers and telecommunications are a fact of life almost as basic as electricity. They have altered the daily work of businesses and industry. Yet why is it that with so much talk of school reform and information technologies over the last decade computers are used far less on a daily basis in schools than in other organizations?
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Eli and Edythe Broad Foundation, the Bill & Melinda Gates Foundation, the CME Group Foundation, the Carnegie Corporation of New York, the Jack Kent Cooke Foundation, the Joyce Foundation, the NoVo Foundation, the Noyce Foundation, the Raikes Foundation, the Wallace Foundation, and the Walton Family Foundation. The newspaper retains sole editorial control over the content of the articles that are underwritten by the foundations. Additional grants in support of Editorial Projects in Education’s data journalism and video capacity come from the Leona M. and Harry B. Helmsley Charitable Trust and the Schott Foundation for Public Education. (Updated 1/1/2017)

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