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* I have been creative and successful in generating externally funded research and development projects to advance the use of digital technologies in academic situations, K-12, and post-secondary, primarily as the founding director of the Institute for Learning Technologies at Teachers College (1982-2002) and as a senior research scholar in the Office of the Vice-Provost of Columbia University (1994-2001), and secondarily with other groups such as the New Laboratory for Teaching and Learning at the Dalton School and at Columbia's Lamont-Doherty Earth Observatory. Those projects shared a common purpose: improving persons' educational experience by interacting in small groups with cultural assets through networked multimedia.

* I have had sustained roles in academic governance, particularly with respect to technology and education, as Chair of the Department of Communication, Computing, and Technology in Education at TC (1982-2002), as head of the Coordinating Committee on the PhD in Education at Columbia (1996-2011), and as one of the organizers and a member of its Board of Directors for the Columbia Center for New Media Teaching and Learning.

* Over the span of my career, I have expressed my ideas and concerns in diverse texts. In them, I have dealt with many topics, drawing on an extensive intellectual background. As a writer, I aspire to be clear and engaging while respecting the complexity and difficulty of the matters I address. I think we live in a culture in which we vastly overproduce cultural materials and consume them with a serious deficiency of attention. I feel a responsibility to resist those conditions by writing for readers who will pay close attention to texts they believe will have importance over an extended period.

* Over the span of my career, I have expressed my ideas and concerns in diverse texts. In them, I have dealt with many topics, drawing on an extensive intellectual background. As a writer, I aspire to be clear and engaging while respecting the complexity and difficulty of the matters I address. I think we live in a culture in which we vastly overproduce cultural materials and consume them with a serious deficiency of attention. I feel a responsibility to resist those conditions by writing for readers who will pay close attention to texts they believe will have importance over an extended period.<br>

<div>Here are citations to representative texts.</div>

* "Machines and Vitalists: Reflections on the Ideology of Cybernetics," <i>The American Scholar</i> (35:2, Spring 1966, pp. 249-58 [https://rmcc4.com/pdf/1966_machines_and_vitalists.pdf Link]). A heady start, it came out in a special issue on "The Electronic Revolution" along with contributions by Marshall McLuhan, R. Buckminster Fuller, Lynn White, Jr., Jacob Bronowski, Herbert A. Simon, Richard Hoggart, and so on. I made a point about human intelligence that's still relevant to the gush of wonder about AI.

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* "Into the Starting Gate: On Computing and the Curriculum." <i>Teachers College Record</i> (88:2, Winter 1986, pp. 191–215 [https://rmcc4.com/pdf/1986_starting_gate_mcclintock.pdf Link]; translation also published in Spain, 1988). I introduced a basic concern about whether and how, where, when, and why interacting with cultural resources in digital form will have different constraints and affordances than interacting with material resources. <i>The Digital Campus</i> will essentially revisit this concern 40 years later.

* <i>The Cumulative Curriculum: Multi-Media and the Making of a New Educational System</i>. Final submission of a proposal requesting $5.4 million plus equipment over 5 years submitted to the IBM Corporation (Spring 1991, 213 pp. [https://rmcc4.com/pdf/1991_cumulative_curriculul_proposal.pdf Link]) IBM vetted this proposal favorably and, owing to its scale, docketed it for action by the IBM Board. Unfortunately, at that meeting, the CEO announced the company's first serious deficit was impending, and the Board stopped external commitments. All was not lost, however. A private donor funded the Dalton Technology Plan ($3.4 million) for 1991-94, and that became the springboard for <i>The Eiffel Project: New York City's Small Schools Partnership Technology Learning Challenge</i>, winning a U.S. Department of Education funding for a 5-year, $7.1 million grant, plus around $11 million in matching effort.

* <i>Smart Cities: New York. Electronic Education for the New Millennium</i> An educational framework prepared for the New York City Board of Education and its Taskforce on Teaching and Learning in Cyberspace (December 2000) [https://rmcc4.com/pdf/2000_smart_cities_new_york_full.pdf Link]. This presented the pedagogical rationale for a huge project to build a home and school network and equip all students and teachers, 4th grade through high school, with specially designed laptops for use at home and school. in the NYC public school system. It convinced the Board to issue an RFP for the project, with Accenture working with the Board to manage it. Two sizable coalitions emerged to vie for the project, but they swiftly collapsed due to the dotcom crisis and vanished. Wildly ahead of their time, the project and my rationale for it were an interesting speculation, nevertheless. My involvement in large-scale proposal writing ended there.

* <i>Smart Cities: New York. Electronic Education for the New Millennium</i> An educational framework prepared for the New York City Board of Education and its Taskforce on Teaching and Learning in Cyberspace (December 2000) [https://rmcc4.com/pdf/2000_smart_cities_new_york_full.pdf Link]. This presented the pedagogical rationale for a huge project to build a home and school network and equip all students and teachers, 4th grade through high school, with specially designed laptops for use at home and school. in the NYC public school system. It convinced the Board to issue an RFP for the project, with Accenture working with the Board to manage it. Two sizable coalitions emerged to vie for the project, but they swiftly collapsed due to the dotcom crisis and vanished. Wildly ahead of their time, the project and my rationale for it were an interesting speculation, nevertheless. My involvement in large-scale proposal writing ended there.<br>

<div>Three recent books, each self-published and in print, merit mention:</div>

* <i>Homeless in the House of Intellect: Formative Justice and Education as an Academic Study</i> (New York: Laboratory for Liberal Learning, 2005, 111 pp. [[https://rmcc4.com/pdf/2005_homeless_intellect.pdf Link]) How might the study of education in the arts and sciences differ from the study of it in professional schools?

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 * I have been creative and successful in generating externally funded research and development projects to advance the use of digital technologies in academic situations, K-12, and post-secondary, primarily as the founding director of the Institute for Learning Technologies at Teachers College (1982-2002) and as a senior research scholar in the Office of the Vice-Provost of Columbia University (1994-2001), and secondarily with other groups such as the New Laboratory for Teaching and Learning at the Dalton School and at Columbia's Lamont-Doherty Earth Observatory. Those projects shared a common purpose: improving persons' educational experience by interacting in small groups with cultural assets through networked multimedia.
 * I have had sustained roles in academic governance, particularly with respect to technology and education, as Chair of the Department of Communication, Computing, and Technology in Education at TC (1982-2002), as head of the Coordinating Committee on the PhD in Education at Columbia (1996-2011), and as one of the organizers and a member of its Board of Directors for the Columbia Center for New Media Teaching and Learning.
-* Over the span of my career, I have expressed my ideas and concerns in diverse texts. In them, I have dealt with many topics, drawing on an extensive intellectual background. As a writer, I aspire to be clear and engaging while respecting the complexity and difficulty of the matters I address. I think we live in a culture in which we vastly overproduce cultural materials and consume them with a serious deficiency of attention. I feel a responsibility to resist those conditions by writing for readers who will pay close attention to texts they believe will have importance  over an extended period.
+* Over the span of my career, I have expressed my ideas and concerns in diverse texts. In them, I have dealt with many topics, drawing on an extensive intellectual background. As a writer, I aspire to be clear and engaging while respecting the complexity and difficulty of the matters I address. I think we live in a culture in which we vastly overproduce cultural materials and consume them with a serious deficiency of attention. I feel a responsibility to resist those conditions by writing for readers who will pay close attention to texts they believe will have importance  over an extended period.<br>
 <div>Here are citations to representative texts.</div>
 * "Machines and Vitalists: Reflections on the Ideology of Cybernetics," <i>The American Scholar</i> (35:2, Spring 1966, pp. 249-58 [https://rmcc4.com/pdf/1966_machines_and_vitalists.pdf Link]). A heady start, it came out in a special issue on "The Electronic Revolution" along with contributions by Marshall McLuhan, R. Buckminster Fuller, Lynn White, Jr., Jacob Bronowski, Herbert A. Simon, Richard Hoggart, and so on. I made a point about human intelligence that's still relevant to the gush of wonder about AI.
@@ Line 22: / Line 21: @@
 * "Into the Starting Gate: On Computing and the Curriculum." <i>Teachers College Record</i> (88:2, Winter 1986, pp. 191–215 [https://rmcc4.com/pdf/1986_starting_gate_mcclintock.pdf Link]; translation also published in Spain, 1988). I introduced a basic concern about whether and how, where, when, and why interacting with cultural resources in digital form will have different constraints and affordances than interacting with material resources. <i>The Digital Campus</i> will essentially revisit this concern 40 years later.
 * <i>The Cumulative Curriculum: Multi-Media and the Making of a New Educational System</i>. Final submission of a proposal requesting $5.4 million plus equipment over 5 years submitted to the IBM Corporation (Spring 1991, 213 pp. [https://rmcc4.com/pdf/1991_cumulative_curriculul_proposal.pdf Link]) IBM vetted this proposal favorably and, owing to its scale, docketed it for action by the IBM Board. Unfortunately, at that meeting, the CEO announced the company's first serious deficit was impending, and the Board stopped external commitments. All was not lost, however. A private donor funded the Dalton Technology Plan ($3.4 million) for 1991-94, and that became the springboard for <i>The Eiffel Project: New York City's Small Schools Partnership Technology Learning Challenge</i>, winning a U.S. Department of Education funding for a 5-year, $7.1 million grant, plus around $11 million in matching effort.
-* <i>Smart Cities: New York. Electronic Education for the New Millennium</i> An educational framework prepared for the New York City Board of Education and its Taskforce on Teaching and Learning in Cyberspace (December 2000) [https://rmcc4.com/pdf/2000_smart_cities_new_york_full.pdf Link]. This presented the pedagogical rationale for a huge project to build a home and school network and equip all students and teachers, 4th grade through high school, with specially designed laptops for use at home and school. in the NYC public school system. It convinced the Board to issue an RFP for the project, with Accenture working with the Board to manage it. Two sizable coalitions emerged to vie for the project, but they swiftly collapsed due to the dotcom crisis and vanished. Wildly ahead of their time, the project and my rationale for it were an interesting speculation, nevertheless. My involvement in large-scale proposal writing ended there.
+* <i>Smart Cities: New York. Electronic Education for the New Millennium</i> An educational framework prepared for the New York City Board of Education and its Taskforce on Teaching and Learning in Cyberspace (December 2000) [https://rmcc4.com/pdf/2000_smart_cities_new_york_full.pdf Link]. This presented the pedagogical rationale for a huge project to build a home and school network and equip all students and teachers, 4th grade through high school, with specially designed laptops for use at home and school. in the NYC public school system. It convinced the Board to issue an RFP for the project, with Accenture working with the Board to manage it. Two sizable coalitions emerged to vie for the project, but they swiftly collapsed due to the dotcom crisis and vanished. Wildly ahead of their time, the project and my rationale for it were an interesting speculation, nevertheless. My involvement in large-scale proposal writing ended there.<br>
 <div>Three recent books, each self-published and in print, merit mention:</div>
 * <i>Homeless in the House of Intellect: Formative Justice and Education as an Academic Study</i> (New York: Laboratory for Liberal Learning, 2005, 111 pp. [[https://rmcc4.com/pdf/2005_homeless_intellect.pdf Link]) How might the study of education in the arts and sciences differ from the study of it in professional schools?