Suggests that the library has morphed into a new "place," one that has been enhanced by technology in a manner transcending just new databases and actually informing new educational practice. (EV)

Explains why and how the teaching of writing can be enhanced by using a text immersion method in which students master the machines of information as a consequence of learning to read and write. (EV)

The issue editor introduces the various components of this volume to the reader by looking at the new communication technologies in light of cultural change. Addresses some of the implications of technologies for teaching and learning, viewing technology as a catalyst to improving educational practice. (EV)

Describes an interview with the editor of the technology-oriented "Wired" magazine which addressed his thoughts on technology's role in society and its implications for education. (EV)

Menges identifies four areas of educational research in which data is substantial but much less useful than it could be: faculty behaviors and intentions; technology-mediated instruction; effective evaluative decisions and context-specific research. He suggests some directions for future research. (JM)

Approaches the metaphors that have been constructed for technology with an eye to how they may be rethought for students, asserting that redefinition of metaphors is vital to taking the distance out of education. (EV)

Describes a discussion with Howard Rheingold, one of the founders of an asynchronous online community, about technology, virtual communities, and the future. (EV)

Addresses what technology will do for higher education and what it cannot do. Advocates realism about its ability to make profits and improve pedagogical practice. (EV)

Using the example of an online service learning course, makes a case for the inclusion of service learning in higher education and the ability to do so seamlessly by using new communication technologies. (EV)

Explores the crucial importance of experience to making meaning. Asserts that much of pedagogy functions backwards by starting with textbooks and theory and then moving to "real world" experience. (EV)

The advent of technology-assisted teaching calls for new thought about evaluating teaching: (1) How do new technology environments affect teaching and learning in ways that have implications for evaluation? (2) How might technology tools help facilitate the representation and evaluation of teaching? (3) What issues should institutions consider in…

Our role as teachers in universities should not be to simply keep up-to-date with new technologies; rather, we should be leaders in the use of new and emerging technologies to effectively meet the changing needs of learners. (Contains 1 figure.)

Describes the use of learning cells to facilitate Socratic-like discussion and discusses how they can be adapted to the Internet. (EV)

This concluding chapter offers thoughts about educational philosophy and how higher education might view technology as it moves between the seemingly paradoxical ideas of making the academic experience more user-friendly and making distance education available to the masses. (EV)

Offers a personal account of how one philosophy professor was lured into the use of the new communication technologies in his teaching. (EV)