Children and computers in the classroom
Anthony Mullan1984
This is a book "for teachers", in which Mr Mullan writes in a concise, clear style, starting by presenting an understandable history of the development of the computer. He then discusses the various roles that the computer can play in the classroom, and addresses associated fears that teachers may have. A discussion of programming, by teachers and children, forms a major part of the book, which concludes by considering possible implications for the curriculum. The use of the computer in the classroom as an interactive teaching aid is considered, particularly in its role in encouraging children to develop creativity. It is pointed out that children can work unsupervised with the computer, reassuring possible users who may be concerned about the robustness of the equipment. From his own experience, Mr Mullan rejects the idea that a problem may arise when children, finding themselves ahead of the teacher, are held back. He advises against relegating the computer to the rcile of "electronic blackboard". In a specific, detailed example of designing educational software, the author points out that the design should consider all the incorrect responses that can be made, and that the level of difficulty must be carefully related to the ability of the child. For the child, learning programming can also help develop skills in problem-solving; the widely available language, BASIC, can, however, lead to a "tangled structure". He recommends a language called LOGO, which is available for the Apple and BBC hardware. Mr Mullan has used LOGO in the classroom, and presents some examples of use to "serve to indicate possibilities". Defining the curriculum as a "process involving a dynamic interaction between the child and the experience he receives", Mr Mullan observes that the computer can change the emphasis in learning from passive to active. It can help the child to learn to cope with large amounts of information, and with instant decision-making. The photographs printed in the text are reproduced on a coarse grid; those taken in classrooms are not obviously related to activities involving computers. Overall, the book achieves its objective of helping teaching staff to integrate the microcomputer into classroom activities.
