Thornburg's Terms

Thornburg's terms here are appropriate in the sense that they indicate how the listener/ looker receives them and the response the individual makes to them.

The shift from "just-in-case" to "just-in-time" explained in Brainstorms and lightning bolts would look radically different from today's educational systems. Instead of cramming students full of information without a mise en scene "just in case" they need it someday, schools would shed them information "just in time," by delivering when a context exists or can be created for it. An example of this would be learn a lesson on the American political system during an alternative instead of at whatever point in the social class it happened to fall in the curriculum. Providing a context for the information would lend

In Pierson's article, the teachers' teaching ability and scientific ability especial(a) how technology was handlingd in the classroom.

Teachers with limited technical ability made only cursory use of computers and other technology in the classroom, while those with extensive technological ability used technology for purposes it was truly designed for earlier than just for e-mail and other low-level uses. Sheila's use of technology was excellent; she used multiple computers and video cameras in the classroom that were used as part of a series of projects that students worked on throughout the day. In the context of her curriculum and pedagogy, Sheila used technology as an integral and pervasive part of both. Computers were used for complementary tasks, for example, so "The computer was the tool, not the topic" (Piers
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