Tagg Donovan,Editors, ,Microcomputers in Secondary Education (1980) University of Lancaster, U.K.,North-Holland, Amsterdam and New York x + 152 pp. U.S. $29.25/Dfl.60.00. ISBN 0-444-86047-9.
✍ Scribed by Mildred L.G. Shaw
- Publisher
- Elsevier Science
- Year
- 1981
- Weight
- 158 KB
- Volume
- 14
- Category
- Article
- ISSN
- 0020-7373
No coin nor oath required. For personal study only.
✦ Synopsis
For many years a small number of enthusiasts have encouraged the use of computers in school. The majority of current uses can be grouped into the three categories: teaching about computers, e.g. computer studies, computers and society, computer appreciation; teaching with computers, e.g. Computer Assisted Learning (CAL), Computer Managed Learning (CML), Computer Aided Design (CAD) and variants of these; computers as an aid to administration, e.g. record-keeping, timetabling, provision of data banks of information. Now that microcomputers are becoming not only cheaper but more reliable, many schools, and indeed individuals, are able to treat these topics as viable additions to current educational practices.
This new book Microcomputers in Secondary Education is based on the Proceedings of the International Federation for Information Processing (IFIP) TC3 Working Conference on Microcomputers in Secondary Education held in Sevres, Paris, France, 14-18 April 1980, where a number of experts met by personal invitation to discuss opinions, experiences and research programmes so that the information could be collected together and disseminated as quickly as possible to an ever increasing interested population.
One of the most impressive programmes discussed (Hebenstreit, Sacco, Lafond, Frizot) was that in the French secondary schools. This dates back to 1970 when it was decided to investigate the use of the computer as a pedagogical tool. A massive training programme was set up to train 100 teachers each year in computer science by seconding them on full salary to a university. From 1970 to 1976 600 were trained this way, and a further 5,000 by correspondence. This group was able to standardize on the equipment used and also on the programming language for producing schools' software. On returning to school, the teachers were given a reduced timetable of 3-6 hours per week whilst they continued to write teachware packages. A decision was made to restrict applicants for secondment from the mathematics/physics area and encourage candidates from the areas of music, biology, history, geography, literature and foreign languages. This has helped to produce a wide range of learning packages in all school subjects.
It is notable that programmed learning modes were discouraged, and concentration was on guided discovery and investigatory modes of learning. In an experiment where the entire teaching programme of a class of 17-year-olds has been with the use of the computer, the various levels of communication and discussion between a student and the program, between a student and the teacher, and among students has encouraged a relaxed atmosphere where students enjoy their increased control over their own learning. Students' motivation and positive responses to error as an essential part of learning, which are often sadly lacking in a traditionally organized classroom, are much increased. Since 1979, 416 microcomputers have been installed in 219 secondary schools in France, and the programme of teacher training continues. A central body coordinates the writing, testing and dissemination of software material according to pre-defined standards, over 400 programs being currently available.
Many other national programmes exist: in Denmark the subject of informatics is taught to all 14-17-year-olds (Lyster) where emphasis is placed on problem-solving rather than programming techniques; in Sweden 16-17-year-olds learn about computers and society while at 17-18 years computers are used to increase numeracy by teaching mathematics and physics using a numerical approach to fundamental concepts (Bjork and Snaar); and in Norway data-processing and the basic principles of the digital computer are being taught (Sorland). In Switzerland also, informatics is gaining recognition (Morel, Nievergelt), and the various experiments are now being coordinated by a central body. Micro-and minicomputers are being used--microcomputers acting as terminals into a larger system have been found to be the most satisfactory. An emphasis 233