Two Papers on the Role Computers Play in Education

Behavior Research Methods & Instrumentation, 1982

Computers & Education, 2001

Since the impetus of the counter-culture revolution in America in the 1960's led to the development of the personal desktop computer, there has been an ongoing debate about just how to use this wonderful electronic tool in the classroom. In the early years, the work of Seymour Papert, especially, led educators to believe that students should learn how to program this unique machine and use it to discover the solutions to otherwise elusive and complex problems. The discipline involved in programming would help develop widely applicable cognitive and intellectual skills and uncover mathematical relationships and logic that could be applied in other areas of study. This view of the computer was based on the belief that knowledge is derived from a series of logical assumptions and all one had to do was uncover the mathematical relationships to reveal the solutions to the problems and gain mastery over the tool and its applications.

Technology has know been assimilated in ourveveryday lives to an extent that its almost impossible to imagine when people went about their daily lives without using either a laptop, tablet or even a cell phone, because of this phenomenon, field specialists realised that the UE of computers in schools could help alleviate most of the problems they face and catapult us in to new era. This paper presents a review of the current research put forward on the use of computers in education. Finally p, a recommendation for further work is provided.

1950s & 60s-Educational applications for computers was mainly conjectural although import experiments were being conducted; these were spurred by the development of FORTRAN (easier to learn than previous programming languages) and B.F. Skinner's work in programmed instruction; Factors such as cost, hardware reliability, availability of adequate materials remained major barriers to adoption of computers for instruction. Microcomputer advent in 1975 made possible by the invention of the microprocessor changed this; reduced the cost of computers Two (2) major applications of computers in instruction:

1977

A revolution that will transform learning in ownsociety, altering both the methods and the content.of education, has been made possible.by harnessing tosorrows powerful co4uter technology to serve as intelligent instructional'systess; The unique -qualify of the cosputer that sakes a revolution possible-is that it can serve not only as a cognitive tool but as an active agent, in a way that books and television cannot.'212 this context, anew paradigm is emerging that viii provide cosputers with an ability to understand the learner by representing problem-solving expertise vitbin the computer, building models of the learner's skills, and cossunicaiing in English rather than prograning languages. Three prototypes are discussed which manifest some of the capabilities that could be realized in tomorrow's learning environment. The first explores a potential transformation ot technical education thrOugh the cosputer acting as consultafit; the second explores thi/pctential for a % fundasental change in educational eraluation through the computer acting as assistant; and the third explores the potential for a renaissance' of education in the .hose through the computer acting as coach. (VT) a 1

1976

This publication discusses computer education for teachers, reports:the results of a nationwide survey on what teacher training institutions are doing about computer education, and looks into computer education trends in American school districts. Additionally, results are briefly discussed of a national survey of superintendents' attitudes concerning the role of the computer in the classroom and the training of teachers using computers for instruction. An annotated bibliography on the use of computers in education is included. (DT) * PSTNE C. BAKER Justine C. Baker, a mathematics teacher, is the vice president of the University of Pennsylvania chapter of Phi Delta Kappa. Mrs. Baker earned a bachelor's degree in mathematics from Immaculata College, a master's degree in mathematics from Villanova University, and a master's degree in mathematics education from the University of Pennsylvania. She has assisted in preparing mathematics books from the middle school level through the undergraduate college level and is the author of Fastback 58, The Computer in the School. Mrs. Baker is a member of the National Council of Teachers of Mathematics, the Mathematical Association of America, the American Educational Research Association, and the Association for Computing Machinery and its special interest groupComputer Uses in Education. In addition, she has recently been elected to the Board of Governors of Immaculata College Alumnae Association. Series Editor, Donald W Robinson COMPUTERS IN THE CURRICULUM

2009

The main focus of current discussions within the standardization process of Learning technology is on technical aspects of so called learning objects. The purpose of this paper is to show the three stages of a learning object scenarisation, starting with the instantiation of contents parameters. The second stage is related to the pedagogical instrument which represents the supports of these contents and finally the adaptation of a scenario for each pedagogical instrument.

1984

Designed to focus on student learning and to illustrate techniques that might be used with computers to facilitate that process, this paper discusses five types of computer use in educational settings: (1) learning ABOUT computers; (2) learning WITH computers; (3) learning FROM computers; (4) learning ABOUT THINKING with computers; and (5) MANAGING learning with computers. Within each section, the method is first discussed in general, then specific examples of software that could be used with each method are described. At the end of each section, three questions are posed and answered that address reasons why the utilization would be useful to students, when the utilization should be considered, and what kinds of skills it would provide. Specific reference is made to such topics as computer literacy, computer literacy courses, development of programming skills, drill and practice software, tutorial programs, simulation software, computer games, writing and problem solving tools, administrative uses for computers, and communication between computers in a school or with machines at other locations. A list of references completes the document. (JS)

this paper examines several theoretical and empirical issues, together with new directions in thinking, which have emerged as the result of significant research done on the PLATO IV compute,r) and with the advancement of the language pedogogical theory. CAI/ previously encountered three basic problems: (1) the cost of hardware, (2) the lack of adequate software, and (3) the algorithmic ability of the machine. The first two difficulties have been overcome by PLATO IV. The attitude conveyed by the Goedel Theorem in the field of mathematics and the algorithmic ability of the machine are no longer the center of controversy in the humanities. The focus is on how to exploit the capabilities of the computer and how to establish a meaningful interaction between man and the machine. Thus, attitudes toward machines have changed significantly. Theoretical problems are investigated along two parameters: computer-based and non-computer-based pedagogy. The former incorporates such questions as the various roles of the computer,and which roles a humanist should assign to it. The "concept of sequencing" is discussed. The discussion of empirical issues includes questions such as whether or not the machine dominates man.