Upon What Does the Turtle Stand?

Rethinking Education for the Digital Age

  • Aharon Aviram
  • Janice Richardson

Table of contents

  1. Front Matter
    Pages i-xiv
  2. Introduction

    1. Aharon Aviram, Janice Richardson
      Pages 1-24
  3. The Globalizers

  4. The Reformists

    1. Front Matter
      Pages 51-51
    2. Willem J. Pelgrum, Tjeerd Plomp
      Pages 53-68
    3. C. Paul Newhouse
      Pages 69-92
    4. Robert Bibeau
      Pages 93-119
    5. Janice Richardson
      Pages 135-149
  5. The Humanists

    1. Front Matter
      Pages 151-151
    2. Daniel Deberghes
      Pages 153-157
    3. Rosemary Naughton
      Pages 177-190
    4. Aharon Aviram
      Pages 191-220
    5. Pedro Roberto Jacobi
      Pages 221-229
    6. Wiktor Kulerski, Terry Ryan
      Pages 231-238
  6. The Heretic

    1. Front Matter
      Pages 239-239
  7. Back Matter
    Pages 251-256

About this book


This book brings together the reflections of independent researchers from around the world. Sixteen authors from fourteen countries present their views on the use of information and communication technology (ICT) in education, offering valuable insights through the examination of current issues relevant to the future of education. What will education be in tomorrow’s world? How can ICT be used without rendering education a purely technical process? How can we succeed the renovation of educational subjects without transforming them into technical objects? The introductory chapter of this publication guides us into the essays through a classification organized by the editors to illustrate different attitudes to technologies: • The ‘Globalizers’ see the integration of ICT and education as a means of enhancing the competitiveness of their society in a global economy; • The ‘Reformists’ see it as a means of bringing about significant change in didactics in the various disciplines, and even in the ‘basics’ of education; • The ‘Humanists’ consider technologies as possible catalysts for changing the aims and values of education from learni- oriented to humanistic; • The ‘Heretic’ sees values and aims as being determined exclusively by technology, and economy and culture as s- products of the technology-guided process. He therefore does not see any sense in interrogations as to which aims should guide us in integrating technology with education. Obviously, some arguments stretch across all four categories without completely matching any so-called type.


Integration education inclusion literacy school university

Editors and affiliations

  • Aharon Aviram
    • 1
  • Janice Richardson
    • 2
  1. 1.Center for Futurism in EducationBen Gurion UniversityBeer ShevaIsrael
  2. 2.eLuxembourg Task ForceLuxembourg

Bibliographic information