- Series: Business Books
- Hardcover: 272 pages
- Publisher: McGraw-Hill Education; 2 edition (September 10, 2010)
- Language: English
- ISBN-10: 0071749101
- ISBN-13: 978-0071749107
- Product Dimensions: 6.2 x 1 x 9.2 inches
- Shipping Weight: 1.2 pounds (View shipping rates and policies)
- Average Customer Review: 4.3 out of 5 stars See all reviews (60 customer reviews)
- Amazon Best Sellers Rank: #198,460 in Books (See Top 100 in Books)
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Disrupting Class, Expanded Edition: How Disruptive Innovation Will Change the Way the World Learns (Business Books) 2nd Edition
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About the Author
Clayton M. Christensen is the Robert and Jane Cizik Professor of Business Administration at the Harvard Business School, and is widely regarded as one of the world’s foremost experts on innovation and growth. He is author or coauthor of five books including the New York Times bestsellers, The Innovator's Dilemma and The Innovator's Solution.
Michael Horn is the co-founder and Executive Director, Education of Innosight Institute, a non-profit think tank devoted to applying the theories of disruptive innovation to problems in the social sector. Tech&Learning magazine named him to its list of the 100 most important people in the creation and advancement of the use of technology in education. He holds an AB from Yale and an MBA from Harvard.
Curtis Johnson, once a teacher and later a college president, is a writer and consultant. He was head of the public policy research organization that launched the idea of chartered schools and chief of staff to former governor Arne Carlson of Minnesota. Co-author of three books on how metropolitan regions have to adapt to new realities to be successful places, Johnson is a partner with the Citistates Group and the managing partner of Education Evolving, a project of the Center for Policy Studies. He is a graduate of Baylor University with a PhD from the College of Education at the University of Texas.
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Top Customer Reviews
While it was a bit redundant, and describes the research a LOT more than how to actually use it (and the projections about future use of technology are by now proven to be completely too optimistic), a few good ideas persist.
"Student-centric learning" is definitely a buzzword.
I don't like that the authors own an education softward company that is promoted in the book. But I'm new to the topic education reform, and have an instinctive preference for using tech and "student centric learning" to innovate education, so the ideas resonated a lot.
I believe that public schools can become a part of the revolution if they can find a way to embrace all that innovative technology has to offer. I am sure that there is a model for blended learning that would entail the best that technology has to offer along with the personal interaction and support that a classroom teacher can provide. If public schools don't fully embrace a blended model of education that produces positive results and continues to remain adaptable to the changing demands that our society puts on public education, then the public schools could well lose out to charter schools and on-line learning.
In my discussions with fellow grad students in education, not everyone believes the claims of the book, they don't think innovation will actually happen. Believe what you want, but this book rang true to me.
What roles has society assigned education to play over the years?
How well has the system adapted to required change?
What role could technology play in allowing schools to reach a wider variety of student needs?