Education and Computing最新文献

Teacher attitudes are important for new information and communication technologies (NICT) in education. This study comprises three sets of data on teacher attitudes toward NICT, collected 1970, 1978 and 1990. The same basic set of questions is used in the different samples, with relevant modifications because of emergence of new technologies and media (e.g. PC and telecommunication).

The aims of the 20 year study are to (1) describe the main trends in the change of attitudes in the population of teachers, (2) find some of the reasons behind the changes. The study is part of a parallel survey of parents', students' and teachers' attitudes toward new facets and content of curriculum in primary and lower secondary education in Norway.

This paper will first draw a general overview of the implementation of microcomputers in the classroom in Canada provinces: ratios, funding, hardware and software, teachers' training, results. Then, the presentation will focus on one province: Québec. It will recall the main events that have occurred over the last six or seven years in the main aspects of the implementation of new technologies.

The paper will mainly focus on the organisation of 35 regional “enrichment centres” scattered in all eleven regions of Québec and it will describe the mission of these centres towards other school districts. Finally, the paper will draw some conclusions on the impacts of the new technologies on school organizations and on management of the classroom.

This paper starts with a short overview of the Austrian school system and of the main impacts that informatics has had on it. Characteristic of the new curriculum in information and communication technology is that what everybody should know and be able to do in this field, is covered in all subjects. This is called “the integrative approach”. There are two general philosophies, which play a role in the development of education: the technocratic/centralistic approach and the approach based on confidence in the creative powers of individual schools. In-service training is discussed, as are other forms of support.

The computer is used in education as a tool for writing, as a spreadsheet and for computer assisted design. This use entails:

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  new ways of writing and correcting

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  new approaches to language teaching

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  learning the difference between human language and artificial machine language

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  reflecting on individual use of the computer as a tool and on personal working habits

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  a need of time, crucial for learning the use of the new tool.

The paper further discusses the role of computer aided learning, of which too high expectations have been formed. Experiences with computers in school a give basis for interest in new technologies and their social consequences.

This paper examines the policy and strategy issues presented by a programme to computerize the administration of all post-primary schools in Northern Ireland. Costing more than £10 million, the Computerised Local Administration System for Schools (class) initiative will cover almost 250 schools and will contribute to a government policy which is designed to give them financial and administrative management autonomy. On the teaching and learning side, with national curriculum legislation now in place, class is designed to provide tools for curriculum organization and optimization and also to provide the mechanisms for the statutory assessment and reporting requirements. In presenting this paper the authors seek to examine the rôle of computers in school administration and the manner in which administrative hardware and software is likely to develop in the future.

The Lycée Pilote Innovant is part of the education area within the Parc Futuroscope. It has a conventional curriculum but is an experiment in pedagogy: computers support teaching, training and self-study. The initial choice was for a “distributed” architecture. Now, after three years, some positive observations can be made. Computer use is standard and everyday practice, leaving more time for “noble” activities, aimed at methodology. Information technology offers opportunities for breaking down barriers between disciplines and offers proof of real contemporary scientific exploration. Some worrying aspects are: little use of vidéotex equipment, of teachware and of interactive video. And there are structural, budgetary and internal obstacles. Evolution in equipment is from a distributed architecture to a network. Measures to ensure success are: training of the teachers and provisions for maintenance. The gap between demand and innovative, quality supply should not be too big. Conditions for transfer of the experiment are: computers as a standard and everyday tool, free access for students as well as staff and a network of lycées.

Educational computing is one of several textually organized processes embedded in the social and cultural context of mass compulsory schooling. The work of teachers and students in the classroom is shaped by the administrative organization of schooling and by the cultural and political organization of the society. Data is drawn from interviews, observations and textual analyses of an urban school in Canada. The article suggests a line of research into the textual organization of educational computing. Further, the analysis brings into view the cultural spaces in elementary school classrooms within which a critical analysis of educational computing can be developed.