(Thomas Jefferson, 1815)
Teresa Almeida d'Eça
Porto Editora (1998)
Porto Editora (2002)
Fora de circulação a partir de Out. 2006
Out of print as of Oct. 2006
Agora disponível na íntegra em .pdf
Now available in .pdf (Portuguese version only)
Clicar as imagens / Click the thumbnails
Brook, James e Iain A. Boal, eds. Resisting the Virtual Life: The Culture and Politics of Information. San Francisco: City Lights, 1995.
"Scholars, writers, and activists gauge the impact of the new video, computer, and networked communications on our ways of life in a restructured world. Exposing relations of power and dependence, they offer strategies of resistance to the global rewiring of the body and psyche, work and community, literature and art." (Back cover)
Cherny, Lynn e Elizabeth Reba Weise, eds. Wired Women: Gender and new Realities in Cyberspace. Seattle: Seal Press, 1996.
"Written by women who know their net culture from the inside, Wired Women is. . . a candid look at the state of gender relations." (Howard Rheingold, author of The Virtual Community: Homesteading on the Electronic Frontier)
"What do wired women really want? Community, information,connection. Wired Women illuminates many of the routes women are taking to stake a claim in cyberspace." (Karen Wickre, co-founder of Digital Queers and co-author of Atlas to the World Wide Web)
Negroponte, Nicholas. Being Digital. New York: Vintage, 1996.
"To read Being Digital is to enter the future it describes. . . . It flows from the pen (or cursor) of a wizard who is himself helping to create the new cosmos toward which we are hurtling." (The New York Times Book Review)
"Nicholas Negroponte writes about the future with the authority of someone who has spent a great deal of time there." (Douglas Adams)
Rheingold, Howard. The Virtual Community: Homesteading on the Electronic Frontier. New York: Addison-Wesley, 1993.
"Howard Rheingold takes the reader on a Magical Mystery Tour of the human side of cyberspace." (Mitch Kapor, founder, Lotus Development Corporation and The Electronic Frontier Foundation)
Slouka, Mark. War of the Worlds: Cyberspace and the High-Tech Assault on Reality. New York: Basic Books, 1995.
"Among those who reject the principle of technology uber alles, Mark Slouka is now a clear leader. His War of the Worlds is among the most well-informed, well-written critiques of a culture hell-bent on locating its humanity in machines." (Neil Postman, author of Technopoly: The Surrender of Culture to Technology)
"Mark Slouka gives us a funny, but eerily disturbing, humanist's look at the culture of cyberspace." (Back cover)
Stoll, Clifford. Silicon Snake Oil: Second Thoughts on the Information Highway. New York: Anchor Books, 1996.
"Just in case everyone is getting too carried away with the apparent wonders of the computer age, Clifford Stoll is here with a warning. . . There may be roadblocks ahead." (New York Times)
"When Stoll writes that the Internet is not the technological promised land that so many computer whizzes think it is, it seems wise to pay attention." (Chicago Tribune)
Hargreaves, Andy. Os Professores em Tempo de Mudança: O Trabalho e a Cultura dos Professores na Idade Pós-Moderna. Lisboa: McGraw-Hill, 1998.
"As regras do mundo estão a mudar. Está na hora de as regras do ensino e do trabalho dos professores também mudarem."
"Este é desafio lançado por Andy Hargreaves no seu novo livro sobre o trabalho e a cultura dos professores no mundo pós-moderno. . . O autor defende que as estruturas e as culturas do ensino necessitam de mudar ainda mais, se quisermos evitar que os professores sejam apanhados nas armadilhas da culpa, pressionados pelo tempo e sobrecarregados por decisões que lhes são impostas. Simultaneamente provocador e prático, este livro destina-se aos professores e àqueles que com eles trabalham. . ." (Contracapa)
"A descrição de Hargreaves sobre o colapso da certeza, a crise dos propósitos morais e a concomitante luta pela conquista da clareza na sala de aula é brilhante." (Ann Liebermann, Universidade de Columbia)
Herndon, James. How to Survive in Your Native Land. Portsmouth: Boynton/Cook Publishers, 1997.
". . . a storehouse of educational wisdom. Herndon shows us, with great wit and good spirits, how good education can emerge in the most unexpected circumstances and caring teachers can transform lives." (Herbert Kohl, author)
". . . Herndon asks, What is really going on in school? How does the conventional school structure actually affect teaching and learning? Why does something I try not work? Why do some kids just not learn here?" (Back cover)
Hinchey, Patricia H. Finding Freedom in the Classroom: A Practical Introduction to Critical Theory. New York: Peter Lang, 1998.
". . . . Finding Freedom can help teachers imagine and build new classroom worlds, worlds that empower students and teachers alike to actively shape - rather than passively accept - their fates." (Back cover)
"Patricia Hinchey's work in the classroom sets the stage for the ongoing development of a critical pedagogy of possibility. She does not simply talk about critical pedagogy, she puts it to work." (Peter McLaren, Professor)
Steinberg, Laurence. Beyond the Classroom: Why School Reform Has Failed and What Parents Need to Do. New York: Touchstone, 1997.
"An important book that proclaims important truths." (The Washington Post) (Cover)
". . . In order to end the understand how [student] commitment develops, why it has waned . . . and more importantly, how we can reengage students in the business of learning, we need to look, not at what goes on inside the classroom, but at students' lives outside the schools' walls." (From Beyond the Classroom)
"Each of us can help end the blame game and give student achievement a vital boost. . . Steiberg et al. tell us how." (Albert Shanker, Former President, American Federation of Teachers) (Back cover)
Swiniarski, Louise A. et al. Educating the Global Village: Including the Young Child in the World. Upper Saddle River: Merrill/Prentice Hall, 1999.
"The global village is a reality today - we and our children live in an ever shrinking world. . . .
The book intends to equip teachers of young children with a knowledge base necessary for teaching in the global village. . . .
Children's attitudes are formed in the beginning years of life. . .
A major theme of this text is unity in diversity. The theme expands the usual definition of global education and multicultural education. It perceives the world as community while recognizing the world in the local community." (Preface)
Tompkins, Jane. A Life in School: What the Teacher Learned. 2ª. ed Reading: Perseus Books, 1998.
"Here one of our leading literary scholars looks back on her own life in the classroom, and discovers how much of what she learned there needs to be unlearned. . . As she slowly awakens to the needs of her body, heart, and spirit, she discards the conventions of classroom teaching and learns what her students' lives are like. A painful and exhilarating story of spiritual awakening, Tompkins' book critiques our educational system while also paying tribute to it." (Back cover)
". . . To those of us who have been suffocated and suppressed in the name of learning, Jane Tompkins' absorbing tale offers us a friend's sympathy and encouragement to live and learn with passionate hearts." (Thomas Moore, author)
"If I had read this book 15 or 20 years ago, I might still be a full-time teacher. . . . Her self-awareness and candor will make her readers, looking at their own education and lives, begin to imagine another world for themselves." (The Cleveland Plain Deale
Berners-Lee, Tim. Weaving the Web: The Original Design and Ultimate Destiny of the World Wide Web by its Inventor. New York: Harper San Francisco, 1999.
". . . in Weaving the Web, the Web's creator speaks his mind about his invention: how it evolved, what its untaped potential is, and what his own personal vision is for its future." (Back cover)
Gates, Bill. The Road Ahead. London: Viking, 1995.
"Bill Gates. . . gives us his vision of what the future holds for us. The Road Ahead is his bird's-eye view of the undiscovered territory on the information highway - an authoritative, thought-provoking, and very readable travel guide for the journey. . . .
As he says, we are on the brink of a new revolution, and crossing a technology threshold that will forever change the way we buy, work, learn, and communicate with each other."
Missão para a Sociedade da Informação. Livro Verde para a Sociedade da Informação em Portugal. Lisboa: MSI, 1997.
Krol, Ed, e Paula Ferguson. The Whole Internet for Windows 95: User's Guide and Catalog. Sebastopol: O'Reilly, 1995.
". . . an encyclopedic compendium of all the places to explore, the short-cuts to get there, the reasons to linger, the treasures you might find, and the tools to make this free world-wide service worthwhile." (Kevin Kelly, Wired)
"Two hours skimming through it taught me as much as I had picked up in months of trial, error and asking impertinent questions of busy people, and more error." (Mike Holderness, New Scientist)
Sherman, Aliza. Cybergrrl! A Woman's Guide to the World Wide Web. New York: Ballantine, 1998.
"As 'Cybergrrl', [Aliza Sherman's] mission is simple: 'I want to see more women embracing technology instead of running from it.'" (USA Today)
"Cybergrrl [is] modernizing the old-boys' network." (New York Post)
Almeida d'Eça, Teresa. NetAprendizagem: A Internet na Educação. Porto: Porto Editora, 1998.
". . . ensinamentos práticos e conselhos que se forem devidamente seguidos poderão modificar por completo o panorama da utilização da Internet nas escolas." (A Capital 10.Nov.98)
". . . pretende incentivar os professores com maior resistência à mudança para a utilidade deste meio inovador na actividade docente." (Mega Score - Dez98)
". . . um 'manual' de introdução que poderá levar os professores mais renitentes a 'mergulhar' para sempre na comunicação e informação da 'aldeia global'. . . obra simples e directa e. . ." (Exame Informática Jan.99)
- - - . O E-mail na Sala de Aula. Porto: Porto Editora, 2002.
"...O E-mail na Sala de Aula, que se destina essencialmente a professores dos ensinos básico e secundário, trata do papel deste meio de comunicação no processo de aprendizagem, de linhas orientadoras da planificação e implementação de projectos electrónicos, e descreve projectos nacionais e estrangeiros desenvolvidos por e-mail...". (Contracapa)
Bitter, Gary G., e Melissa Pierson E. Using Technology in the Classroom. 4ª. ed. Boston: Allyn and Bacon, 1999.
"Using Technology in the Classroom was written to help classroom teachers, laypersons, and school personnel understand the role of computers in education. Based on experiences with children, adults, and schools, an attempt is made to explain clearly the most important information about computers and their applications in the educational environment. Technical jargon has been avoided as much as possible. . . .
The last two chapters deal with timeley issues [ethical and equity issues, and newly emerging technology] facing the educational field as technology brings us into the new century. . . .
We hope you'll find ways to make your computer part of your teaching and your students' learning in meaningful and authentic ways. The possibilities technology presents are endless and can only create continued excitement for the process of learning." (Preface)
Boswood, Tim (ed). New Ways of Using Computers in Language Teaching. Alexandria, VA: TESOL, 1997.
"It is a truism in the language teaching field that people learn a language by using it. People learn to communicate by communicating, and this collection reflects how teachers are currently exploiting the potential of new channels of communication to help others develop their language and communication skills.
[T]he purpose of this volume is ti illustrate the full potential of the new media in our field. I have adopted four strategies. . .:
the majority [of the activities]. . . can be implemented with quite minimal setups;
the focus is on pedagogy, not technology;
the activities. . . present ways of making use of software that you are likely to find on any workplace cumputer system;
the book includes Getting Started activities . . . devised to help newcomers orient themselves to the basic concepts in an area and get productive quickly." (Introduction, iv-v)
Comissão Europeia. Ensinar e Aprender: Rumo à Sociedade Cognitiva. Luxemburgo: Serviço das Publicações Oficiais das Comunidades Europeias, 1995.
Cummins, Jim, e Dennis Sayers. Brave New Schools: Challenging Cultural Illiteracy through Global Learning Networks. New York: St. Martin's Press, 1997.
"Brave New Schools is a vision of schooling for the twenty-first century as well as a guide for parents and teachers. . . [It] describes a world in which students, teachers, and parents are globally connected by the Internet and thereby able to communicate across geographical and cultural barriers once thought impassable." (Back cover)
"The vision that is evident throughout Brave New Schools is one of hopeful and positive change . . . this is indeed a welcome vision. . ." (Sonia Nieto in National Association for Bilingual Education News)
Egbert, Joy, and Elizabeth Hanson-Smith, (eds). CALL Environments: Research Practice, and Critical Issues. Alexandria, VA: TESOL, 1999.
"Few [CALL] texts have presented a specific framework based on second language acquisition (SLA) research. This volume fills that need.
Egbert and Hanson-Smith conceive of technology as support for a total environment for learning rather than as a tool or a source of information. Their premise is that technolgy can change what teachers teach as well as how. It can also change whom they teach, as technology reaches out to the most distant learners in the most isolated places and offers a great richness of experience.
offers a sound theoretical framework based on ESL and SLA research;
describes theory-based practice for high-technology and low-technology environments and a variety of learners;
tackles critical issues within the CALL environment;
communicates excitement about the potential of technology-enhanced education." (Back cover)
Epler, Doris, ed. K-12 Networking: Breaking down the Walls of the Learning Environment. Medford: Information Today, 1995.
European Commission. Learning in the Information Society: Action Plan for a European Education Initiative (1996-98). Luxembourg: Office for Official Publications of the European Communities, 1997.
- - - . Report of the Task Force "Educational Software and Multimedia". Luxembourg: Office for Official Publications of the European Communities, 1996.
Freitas, Cândido Varela de, et al. Tecnologias de Informação e Comunicação na Aprendizagem. Lisboa: Instituto de Inovação Educacional, 1997.
Hanson-Smith, Elizabeth (ed). Technology-Enhanced Learning Environments. Alexandria, VA: TESOL, 2000.
"This volume . . . presents case studies from Europe, North America and the Middle East in which teachers have adapted and pioneered teaching innovations that range from simple additions to traditional classroom teaching to radical alternatives that change the nature of language learning and teaching. . . .
Most of these chapters report that changes wrought by technology far exceeded the designers' original intentions, often leading to new ways of teaching and learning, enhanced cooperation among teachers, the creation of more satisfying working conditions for instructors, and more self-sufficiency for students. . . .
In these technology-enhanced learning environments, learning centers, classrooms, and labs become spaces in which students and their teachers explore, create, and communicate as they learn language." (Back cover)
Harasim, Linda, ed. Online Education: Perspectives on a new Environment. New York: Praeger, 1990.
Hefzallah, Ibrahim M., ed. The new Learning and Telecommunications Technologies: Their Potential Applications in Education. Springfield: Thomas Books, 1990.
Heide, Ann & Stilborne, Linda. The Teacher's Complete & Easy Guide to the Internet. 2nd ed. New York: Teachers College Press: 1998.
"Useful for both novice and accomplished Internet using educators. . . . teacher educators will find it an excellent text for preservice students" (Back cover. Lynn Schrum, Ph. D., President, International Society for Technology in Education (ISTE)
"This book is beyond good. It offers teachers a tremendous resource on how to integrate the Internet into their classroom. Projects, e-mail, and the comprehensive list of relevant Internet sites will prove to be invaluable to teachers." (Back cover. Ron Millar, Director, New Technology High School, Napa, California)
Hird, Anne. Learning from Cyber-Savvy Students: How Internet-Age Kids Impact Classroom Teaching. Sterling, VA: Stylus, 2000.
"For the first time in our history, cyber-savvy youth are an authority on an issue central to society: the Internet. Many teachers feel intimidated by this digitally astute Net-generation. This book crisply and engagingly explores how we can exploit rather than squander the Internet's extraordinary educational potentail." (Back cover. Don Tapscott, author of Growing up Digital)
"Anne Hird has done a beautiful job of learning about cyber-savvy students by being on the ground with them - and she's translated what she's learned into actionable ideas for teachers. This book will help teachers use what they already know about kids to make best use of the Internet in the service of education." (Back cover. Brenda Laurel, interaction designer, researcher and writer)
Jonassen, David H. Computers in the Classroom: Mindtools for Critical Thinking. Englewood Cliffs: Merrill-Prentice Hall, 1996.
"The term Mindtool represents a concept. . . a Mindtool is a way of using a computer application program to engage learners in constructive, higher-order, critical thinking about the subjects they are studying." (Preface)
Levinson, Paul. Learning Cyberspace: Essays on the Evolution of Media and the New Education. San Francisco: namnesis, 1995.
"Paul Levinson continues to break new theoretical and philosophical ground in his explorations of the relationship of cyberspace to our space. His work is informed by an understanding of culture that is both wide and deep. . ." (Keith Ferrell, Editor, OMNI Magazine)
". . . exciting prophecies and detailed wisdom. . . . the implications of the new information technologies." (Donald T. Campbell, Member of the National Academy of Sciences)
Maier, Pat, et al. Using Technology in Teaching and Learning. London: Kogan Page, 1998.
". . . educators and students need an understanding of how technology can enhance the university programme. This will inevitably lead to new methods of teaching and learning. . .
This comprehensive guide looks at issues involved in integrating these learning technologies within teaching and learning. The book is full of activities, case studies and notes and areas covered include:
- educational perspectives
- developing new teaching strategies for larger student groups
- using computers to deliver taeching and learning resources
- using computers to communicate with and between students." (Back cover)
Merrill, Paul F., et al. Computers in Education. 3rd ed. Boston: Allyn and Bacon, 1996.
"The purpose of . . . this book [is] to help teachers use computer technology to increase the efficiency and effectiveness of the educational process." (Preface)
Moore, Michael G., and Greg Kearsley. Distance Education: A Systems View. New York: Wadsworth Publishing Company: 1996.
". . . an exceptionally comprehensive and authoritative introduction to distance education by two of the field's leading experts. . . .
an outstanding resource for learning the major components of distance education and how they systematically work together." (Back cover)
National Academy of Sciences and National Academy of Engineering. Reinventing Schools: The Technology Is Now! S/l: National Academy of Sciences, 1995. Online. Internet. http://www.nap.edu/readingroom/books/techgap/pdf.html. 15 Nov. 1998.
Newby, Timothy J., et al. Instructional Technology for Teaching and Learning: Designing Instruction, Integrating Computers, and Using Media. Englewood Cliffs: Merrill-Prentice Hall, 1996.
"Instructional Technology for Teaching and Learning has been designed as a single, integrated source that introduces [pre-service teachers] to the basic principles of effective instructional material planning, to different types of media and how they are best utilized, and to the computer as a powerful tool that can be used to plan, as well as, deliver effective instructional materials." (Preface)
Papert, Seymour. The Connected Family: Bridging the Digital Generation Gap. Atlanta: Longstreet Press, 1996.
"Never before have we had so much to learn from kids. . . .
Something very different is happening with computers and the Internet. . . Children understand computers because they can control them. They love them because they can make their own windows of interest. . .
Seymour shows the reader a different window, one which opens as wide as you want. He argues that it cannot be left shut. . ." (Preface by Nicholas Negroponte)
Pennington, Martha C. Writing in an Electronic Medium: Research with Language Learners. Houston: Athelstan, 1999.
"... the chapters of this book make a contribution to furthering our understanding of the impact which the computer, in its various manifestations as electronic device, is having and will have on language learning and communication more generally." (Preview)
Ponte, João Pedro da. As Novas Tecnologias e a Educação. Lisboa: Texto Editora, 1997.
"O presente livro pretende proporcionar uma visão global das potencialidades das tecnologias de informação para as escolas e, muito especialemente, para o processo de ensino-aprendizagem." (Prefácio)
Poole, Bernard J. Education for an Information Age: Teaching in the Computerized Classroom. Dubuque: WCB Brown & Benchmark, 1995.
"Education for an Information Age addresses all aspects of this need [to make the transition to computer-based teaching and learning] from the basic level of computer literacy to the more cutting-edge issues related to the integration of computer-based technology into the curriculum." (Preface)
Roerden, Laura Parker. Net Lessons: Web-Based Projects for your Classroom. Sebastopol: Songline Studios and O'Reilly, 1997.
"Net Lessons is written for real classroom teachers, not tech wizards; the Web is presented as a tool, not a panacea. In lively language, Net Lessons gives teachers the critical framework and the nuts and bolts needed to steer technology toward their own classroom goals." (Lisa Sjostrom, co-author of Bullyproof: A Teacher's Guide on Teasing and Bullying. . .)
Sandholtz, Judith Haymore et al. Teaching with Technology: Creating Student-Centered Classrooms. New York: Teachers College, 1997.
"These researchers believe that a threshold level of classroom technology - far less than a computer for each child - can slowly, over time, transform traditional classrooms into student-centered places. . . .
The overall goal [of the ACOT (Apple Classrooms of Tomorrow) ten-year-long project] was to create different forms of learning and teaching with the help of technology, not have technology determine what was to be learned or how it was to be taught. . . .
Few books can engage both doubters and true believers simultaneously." (Foreword by Larry Cuban)
Schofield, Janet Ward. Computers and Classroom Culture. New York: Cambridge UP, 1995.
"Computers and Classroom Culture explores the meaning of computer technology for our schools. . . Janet Schofield examines ways that computer use is shaped by the social context in which it occurs and how attitudinal and organizational barriers obstruct it. She brings to life issues of gender differences and equity." (Back cover)
"Janet Schofield [examines] the way computers affect the Americam classroom and how the structure of the American classroom affects the use of computers. . . [and] paints a unique picture of technology in the urban classroom." (Joel Cooper, Princeton University)
". . . Schofield highlights the social and cultural issues that shape both how technology gets used in classrooms and whether it gets used at all." (Barbara Means, SRI International)
Serim, Ferdi, e Melissa Koch. NetLearning: Why Teachers Use the Internet. Sebastopol: Songline Studios and O'Reilly, 1996.
"NetLearning is all about what teachers and their students are learning online, and their success stories show why the Internet has become invaluable in the classroom. . . These pioneering educators show how they overcame barriers. . ." (Back cover)
"Finally, a book concerned with the blending of the art of curriculum development with the power and resources of the Internet." (Patrick Laherty, Education Specialist-Technology)
Sperling, Dave. The Internet Guide for English Language Teachers. 2ª.ed. Upper Saddle River: Prentice Hall Regents, 1998.
"Dave Sperling is an outstanding example of an ESL professional who is using the Web in imaginative ways to enhance English language instruction for teachers and students. His book is a real treasure trove - chock full of valuable information for both new and experienced Internet users." (Christine Meloni, TESOL Matters) (Cover)
Warschauer, Mark. E-Mail for English Teaching. Alexandria, VA: TESOL, 1995.
"E-Mail for English Teaching will lead you through the vocabulary, concepts, and instructions that you need to use e-mail, the Internet, and the World Wide Web creatively in your class." (Back cover)
- - - . Electronic Literacies: Language, Culture, and Power in Online Education. Mahwah, NJ: Lawrence Erlbaum Associates, 1999.
"Warschauer studies groups of students that have traditionally been excluded from computer-mediated education. This is vital if we are truly to understand the effects of new technologies. . ." (Denise Murray, San José State University) (Back cover)
"Electronic Literacies is an insightful study of the challenges and contradictions that arise as culturally and linguistically diverse learners engage in new language and literacy practices in online environments. . . .
Clear, informative, and up to date, Electronic Literacies is highly relevant for those interested or involved i ESL, bilingual, and multicultural education; compositions and literacy education; technology-based school reform; the social context of schooling, critical pedagogy, and cultural studies." (Back cover)
Warschauer, Mark, Heidi Shetzer and Christine Meloni . Internet for English Teaching. Alexandria, VA: TESOL, 2000.
". . . Internet for English Teaching offers English teachers everything they need to keep themselves abreast of the teaching, technical, and practical issues of computer-mediated instruction." (Ron Corio, ESL Instructor, Virginia Commonwealth University) (Back cover)
". . . The appendices alone - including the thorough explanation of how to create Web pages and a useful glossary of computer terms - make the book a must for teachers eager to try their hand at integrating the latest Internet tools into their curriculum." (Margaret Gonglewski, assistant professor of German, The George WWashington University) (Back cover)
Williams, Bard. The Internet for Teachers. Chicago: IDG Books, 1995.
". . . easy-to-use guide designed to help you tap into new resources that will tear down those classroom walls and bring the World Wide Web right to your desktop." (Back cover)
"Bard Williams makes integrating technology into the classroom easy and fun." (Pat Schneider, Teachable Tech, Inc., Atlanta, GA)
- - - . The World Wide Web for Teachers. Chicago: IDG Books, 1996.
"The World Wide Web for Teachers is written for educators who have heard all the buzz about the information superhighway and realize that the time has come to jump into the driver's seat and take command of the Internet." (Back cover)
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 4ª. ed. New York: MLA, 1995.
Li, Xia, e Nancy B. Crane. Electronic Styles: A Handbook for Citing Electronic Information. 2ª. ed. Medford: Information Today, 1996.
New update on 17Jun10
Last updated 6Oct06