Research Report RECSAM: Computers in Education Project, Singapore Study

This paper describes the first year of operation of the CTI Centre for Psychology, which pro-motes the use of computers in psychology teaching in the U.K. We outline current use of computers in teaching and some of the obstacles to the effective development of computer-supported courses. In particular, we focus on the need for closer integration of innovative forms of teaching into courses. We describe the Centre’s strategy for supporting both conventional and innovative computer-supported teaching, and argue that effective use of software depends on both the instructional situation and the educational context.

Staff development as a condition for computer integration

The results of a survey of experiences, feelings and preconceptions concerning information technology (IT) that University of Oxford history and geography interns bring to the one year secondary teacher training course are reported. A notable finding was the significantly greater importance attributed to the use of computers in subject teaching by geography interns compared with historians, and the relatively large numbers of the latter ascribing little or no importance to the use of computers in the teaching of history. Analysis of the qualitative data provided by this study provided a range of insights into the ways in which geography and history interns viewed information technology. There was a marked difference between the two groups not only in their feelings about IT but in the degree of sophistication with which they articulated IT issues. The geographers were more positive and were able to support their views with specific examples of software and applications. Their level of knowledge a...

In Chapter 21, we predicted likely technological changes over the next decade and suggested how these changes might influence use of computers in schools. In this final chapter, we do not attempt to predict economic and educational change in a wide range of developing countries. That would be extremely difficult, if at all possible, and beyond the scope of this book. Instead, we discuss the economic environment and its likely impact on computer education in the 1990s. We raise again the matter of rationales: to what extent will each of the four popular Rationales we discussed in Chapter 2 be sustained in the next decade in developing countries? We comment on the international debate sponsored by UNESCO, and particularly on outcomes of the Paris Congress in April 1989. Finally, we ask whether for developing countries dependency is inescapable and inequity will prevail, in computer education. We suggest that at worst, industrial countries will exacerbate both dependency and inequity. At best, they can reduce, but not eliminate them. Only developing countries themselves can do that, possibly through change catalysed by computers in schools.

Computer use in schools is still low compared to use in other sectors of the economy. Recent surveys have found that even in schools on the leading edge in computer use, slightly less than half (42%) of the teachers use computers for instruction. This pilot study investigates the perceptions of K-12 teachers with respect to the integration of computers into the school curricula. The study is important given the recent efforts by federal, state and local governments to stimulate the use of computers in schools. A total of 1280 teachers from a South Western USA school district participated in the survey. Preliminary analyses show that causes of non-integration of computers in the school curricula are not solely determined by individual or software characteristics but the result of interaction between individual, software, and school environment characteristics. The findings confirm interactionist theories of resistance of change.

Some gender issues in educational computer use: Results of an international comparative survey

Computer science learning and use of computers in education are activities which differ in nature and tradition. Informatics involves learning informatics concepts, methodologies and the use of computers, while the use of computers in education consists of exploiting the computer at its best as an educational agent to improve the teaching-learning process in any discipline.

The introduction of computers into a school

Much of the research on the use of computers in education either looks at the computer as a cognitive tool or as a catalyst for change aimed at fostering students' learning and changing teachers' actual routines. However, neither of these perspectives gives much consideration to the teaching framework in which the computer is actually used. In order to address this issue, a case study was designed to explore teachers' concepts and beliefs about computers. In this case study two teachers were involved in a software development process, and observation of their discussions during this process was used as a technique to uncover the teachers' beliefs about using computers. The case study led to a model of how teachers use computers in classroom teaching. This model conceptualizes the computer as a teaching resource that helps teachers to develop their teaching strategy, replacing the teachers in their role of managing students' rehearsal of materials and serving as a classroom management tool. This model of using computers demonstrates significant links between teachers' teaching strategies and the use of computers in education and thereby provides a support for a view of computers as professional tools for educators.

AAHE-ERIC/Higher Education Research ReportVolume 10, Issue 6 p. 10-14 Article The growing use of computers in education First published: June 1981 https://doi.org/10.1002/aehe.3640100606AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume10, Issue6June 1981Pages 10-14 RelatedInformation

Since schools began using computers for instruction, social critics have questioned the equity of the apportionment of computer resources by sex, race, and social status. Data from our national survey of schools describe how computers are used with different groups of students. We find that the use of school computers differs most dramatically by student interest and ability. Boys and “better” students tend to dominate computer use. But the evidence is weak on the actual consequences of differential uses of computers. We raise, without resolving, the issue of whether schools should reallocate computer resources toward girls and less able students. A fair policy depends upon the relative value of computer-based instruction to fill the educational needs of all children. We need more experimental research to assess the relative value of computer applications in education.

COLT a Discussion Document

COMPUTER GRAPHICS IN EDUCATION AND RESEARCH

In Houghton’s (1989) review of educational paradigms, he highlights the gaining importance of chaos theory. Chaos theory is often characterized by the term non-linear. Chaos theory can be found in many disciplines; in structural engineering, the behaviour of a structure under earthquake loads is often seen in terms of non-linear behaviour. Another characteristic of chaos theory is unpredictability. The implications for educational theory, as Houghton suggests, is that we have a realistic model for what happens in highly interactive systems. If the process of teaching and learning is seen as a highly interactive environment, then the parallels to chaos theory can be easily seen. The nature of a lecture can change when a student asks a question. This results in a non-linear learning environment. Students affect how something is taught by their own unique ways of understanding. Houghton (1989) suggests that the use of computers in education is supported by chaos theory. He suggests that computers should play a significant and active role with learning. Chaos theory not only supports the concept of using computers in education, it suggests that with non-linear programming (e.g., hypertext), education can change from the traditional linear format to a non-linear methodology that is alive and vibrant.

To the Editor – Indian Journal of Public Health, Many Indian organizations are planning or have begun to act in on-foot activities. One such example is schools. As a result, schoolchildren should be cognizant of the safety precautions in place to reduce the risk of SARS-CoV-2. However, kids may have low disease severity, but they can serve as a proxy for transmitting the virus to elderly persons.[1] As a reason, it is vital that children learn safety precautions in these post-COVID times, both for their own health and for the protection of older communities. With the advancement of the Internet and the increased use of computers in schools, developing a room for interactive multimedia learning (ML) to assist schoolchildren in learning about these precautions is becoming increasingly important (and, also a cost-effective method). ML is a subset of cognitive research[2] that has revealed that when texts/pictures/video/audio is presented in a cohesive way, it improves students’ cognitive processes.[3,4] ML’s key reliability, cost-effectiveness, and ability to implement safety protocols are all significant advantages. As a result, Indian schools may use multimedia learning to improve public health; some insights are provided below: Incorporating curriculum in primary schools: It is recommended to structure nongraded curriculums to promote public health by government/private schools. This unique curriculum might be delivered with the help of an ML. Text/graphics/video/audio/animations, among other multimedia elements, have been already shown to boost children’s cognitive thinking, and it is also a proven theory in road safety learning.[5] Similarly, such multimedia tools may be used in post-COVID applications or for other public health training Narrative/communicative/product designs: These three play an essential part in the realm of design fields since they can effectively transmit information to children according to age maturity. This domain includes, for example, putting cartoons into creative posters, Flyboard, pocket badges, or innovative sanitizing stations, among other things. COVID-19 can be incorporated into these design field examples in a similar way to promote public health cognitive thinking among children Virtual reality (VR) – VR has been used to aid children in crossing the street, and the same can be projected to teach pandemic safety protocols. This can help children learn these important metrics in a virtual context before putting them into practice in the real world Role of Indian professionals: Public health professionals and designers can work together to implement this assignment in Indian schools might be advantageous. Furthermore, many designers across the globe have given various ML concepts. As there are several solutions, putting them into practice can effectively boost public health promotion among schoolchildren in these post-COVID times. Financial support and sponsorship Nil. Conflicts of interest There are no conflicts of interest.