Abstract

Within the software spectrum, educational software displays specific characteristics. When executed, this software does not process data or solve problems, but interacts with the user, adding to his knowledge or his know-how, very often influencing his behaviour. Pedagogy is the main issue in the design and evaluation of educational software. Pedagogy is an art and not a science. This fact makes the design and evaluation of educational software so much more difficult than the design and evaluation of software in general. Educational software was first developed in the middle of the sixties to simulate the transmission of knowledge, the most striking of the teacher's activities. In due time, other educational applications appeared: ‘drill and practice’, simulation of processes, use of data bases, spreadsheets, etc. In education, there is a relatively high number of computers available to students (in developed countries, typically 1 computer per 50 students). Still, instead of being used by the students as personal tools, these can only be used in special rooms. In the institutionalized education of today, the teacher chooses the software, which the students have to use in an allotted period of time for a predetermined purpose. For educational software to be sold and used, it has to be designed for specifically this institutionalized use. In society in general, the personal computer has provided a breakthrough in computer use. The same cannot be said for education. However, this will change in a few years time when the pocket computer appears. Such a computer will provide for a quantum leap in computer use in education. It seems high time to study the consequences of this development, as far as can now be foreseen. Software content, software manufacturing, pedagogical strategies—these will all change. Synergy between books and software will be possible, new methods will be developed, new contents selected, etc. Up to now, computers have not had much influence on education, but this will soon change.

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