Computers into classrooms : more questions than answers
著者
書誌事項
Computers into classrooms : more questions than answers
Falmer Press, 1993
- : cloth : acid-free
- : pbk. : acid-free
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注記
Includes bibliographical references and index
内容説明・目次
内容説明
This is the third and final volume in a series published since 1991. It focuses specifically on the use of computers in the classroom, and attempts to raise a range of educational questions, both directly and indirectly, on their deployment in teaching and learning. The key question is "what is it that teachers (and, through them, their pupils) need to know (and, thereby, be able to do) to become technologically literate?" It has become obvious that purely skills-based courses do not serve the teachers' best interest. By starting with technology rather than educational concerns, teachers are in danger of being trapped into time consuming technicism rather than clarifying precisely why they are doing it. The authors of this book argue that the "how" associated with skills training must always be secondary to the "why" associated with technological literacy. The book is aimed at BEd, MEd undergraduate and postgraduate courses on education and technology, curriculum development and sociology of education.
目次
- Introduction - more questions than answers, J. Beynon and H. Mackay
- computers and exploratory learning in the classroom, R. Annals
- Siuili's maths lesson - autonomy to control, A. Moore
- a case study of micro computers in art education, R. Blomeyer
- appropriate tools? technology and the primary classroom, L. Watson
- word processors and collaborative writing, G. Peacock
- what can't speak can't lie - computers and records of achievement, C. Pole
- the training materials network, N. Peacay
- mapping the offers - data bases of special educational needs, O. Liber
- computing - an ideal occupation for women?, P. Newton and E. Beck
- gender equity and computing in secondary schools - issues and strategies for teachers, L. Culley
- micros in action - three teacher case studies, M. Shooter, et al.
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