Education and Computing最新文献

The introduction of Informatics into school education does not change the essence of education. One of the two main functions of education is to transmit the cultural heritage of former generations on to successive generations continuously. The other is to facilitate the acquisition of competences which will enable children to build a good life for themselves and society. These two functions of education remain unchanged and are the basis of educational processes at the present time.

However, school systems will be affected by the introduction of informatics. Educational contents, methods, facilities, equipment, management, community support, teacher training, and policy all will have to be changed. These changes should be supported by governmental policy. Through these changes, children as well as teachers will change, grow, develop, and learn. On the other hand, education should also affect informatics. Informatics should be developed based on educational needs. For many years, information technology has pushed educational processes and systems, but more recently educational needs are affecting informatics. A balance between the two is required.

The United Kingdom has a long tradition of teachers voluntarily collaborating to form support groups at both local and national level. Since the introduction of computers into education, such support groups have existed with specific interest in this area. Changes in the economics of education have, however, played a major role in the way such groups have evolved and have thus influenced their organization, their impact in supporting teachers, and perhaps more importantly their ability to influence the way educational computing developed. As chairman of MUSE, the author examines the development over the last twenty years of this support group and related organizations. Drawing on the experience of history, the paper reflects present issues and proposes ways forward for the future.

A more open curriculum and a new organization of education are needed to take full advantage of the opportunities, and avoid some of the difficulties, when using expert systems in education. This paper summarizes experiences from a number of projects where students use expert systems, or try to develop expert systems of their own, in different knowledge areas in school. Results show that students are motivated and stimulated when exploring a given knowledge area. They seek knowledge inside and outside school. However, school resources as well as the curriculum, and time itself, often constrain the exploration of new areas of knowledge. Demands are imposed on teachers which often require an increase in their knowledge and skills, if they are to have full control over the learning process. Most fundamentally there is a lack of clear strategies as to how students should “attack” new areas of knowledge.

This paper presents a goal-oriented method for establishing an electronic college. The method is outlined in a milestone plan, adapted from goal-directed project management. The paper advocates commitment to training, support, and motivation of people, as well as technological expertise. The method comprises the following steps: define your aim, procure the necessary management support, define the usergroups involved, determine the users' need: information and activities, decide on which host computer to use, decide on which software to use, decide on the type of network, decide on the type of workstation, design the framework in terms of a matrix, design a training, support and motivation program. This paper describes each of these steps in detail and uses a case description, “TowerNet”, originating from the Adult Education Department of Pennsylvania State University.

The task of implementing and applying new information technology in education is very resource demanding. At the same time, it is obvious that investment in the new technologies — from an educational, as well as a technical viewpoint — is important for the future development of a nation. On their own Nordic countries are very small. They have, however, something in common: a cultural background and similar educational traditions. The Nordic countries combined constitute a strong block which is able to build and develop know-how in the field. This is realized, for instance, through contracts between the countries, allowing development environments and products from one country to become accessible to all five countries. Large investments in different projects are initiated by individual countries, but the outcomes are to the benefit of all.

The accelerated growth of scientific results and new developments in information technologies have resulted in rapid changes in the knowledge which people need to be able to function in today's society. Consequently, recurrent learning will become increasingly more important during our own lifetime, and even more so for future generations.

Today, computer education at pre-college level is determined mainly by vocational or practical needs. In the education process this leads to multiple, badly coordinated and inconsistent learning environments, and consequently, to a deficiency in learning. We urgently need long term plans for a life-time recurrent education, using information technology as a mental tool in well-planned learning environments.