Introduction Of Computers In Schools Research Articles

RENDIMIENTO ACADÉMICO Y TECNOLOGÍA: EVOLUCIÓN DEL DEBATE EN LAS ÚLTIMAS DÉCADAS

Resumen La investigación educativa ha analizado posibles vínculos entre el uso de la tecnología y el rendimiento escolar desde la introducción de los ordenadores en las aulas. Este estudio presenta una revisión de la literatura, focalizando la manera en la que el uso y la introducción de la tecnología en las aulas han sido percibidos por la investigación educativa. A través de una discusión que se inicia en los años 70 y que llega hasta hoy, se examina la evolución de las inquietudes y enfoques de cada momento histórico, valorando la producción científica y los resultados más relevantes en la literatura. Finalmente, se examina el impacto de la tecnología educativa en la motivación e implicación del alumnado, para discutir el potencial de las herramientas digitales más allá del rendimiento académico.

Computer-assisted versus paper-and-pencil self-report delinquency surveys: Results of an experimental study

Self-report delinquency studies among adolescents are frequently conducted as paper-and-pencil studies. With the introduction of computers in schools, a new infrastructure for interviewing students is available. Until now only a few criminological studies deal with the question of whether paper-and-pencil and computer-assisted surveys lead to the same results. This question is analysed using a paper-and-pencil sample of 2033 adolescents and a netbook sample of 610 adolescents. In contrast to other experiments, not only are prevalence rates of delinquent behaviour compared but also prevalence rates of factors influencing delinquent behaviour, correlations between these factors and the behaviour, missing values and evaluations of the survey by the adolescents. Among others, the analyses differentiate between gender and educational groups. All in all, largely no differences were found between the two methods regarding all these topics. The netbook survey obtained the same results as the paper-and-pencil survey.

The Development of Virtual Educational Environments to Support Inter-School Collaboration.

The introduction of inter-school electronic networks has added a new dimension to education in Canada that has many implications for students who attend schools in rural communities. Collaborative internet-based teaching and learning and the creation of virtual classes within regional intranets now complement traditional on-site instruction in many schools that are located beyond major centres of population. Five stages in the advent of virtual educational environments can be identified starting with the introduction of computers in schools as a foundation for the development of collaborative teaching and learning environments. Inter-school collaboration in rural Canada and the extension of curriculum options for senior students has, in turn, provided a basis for the integration of virtual classes and traditional face to face instruction. Instruction in classes that are electronically-linked to other classes requires different skills from traditional face to face teaching and the development of new strategies and protocols. The implications of open and flexible teaching and learning for the future organization of classes, the preparation of teachers, articulation with higher education and in particular, regional economic development are now significant educational policy issues. The linking of virtual and face to face classes through cybercells is a possible next step in the development of virtual educational environments.

Incorporating ICT into K-12 Schools:

T he introduction of computers in schools in China can be traced back to early 1980s, but the advances in information and Communication Technology (ICT) has accelerated the process to an unprecedented degree after mid-1990s. This article depicts an overview of the development of ICT in Chinese schools, including the perspectives of hardware and infrastructures, resources and services, teacher training, transformation of organizational culture and the practices of educationally using ICT. The challenges, problems are discussed and the directions for the future development are proposed. During the past decade, there has been a flood in the application of information and communication technology (ICT) in the whole society. Thus, it is not surprising to see the increasing interests and investments being put into the uses of ICT in education throughout the world. This article is dedicated to depict a picture of the integration of ICT in Chinese schools, which will be described in the broad backgrounds of the systematic reform in Chinese education. It is necessary to state that this review will be focused only on what has happened in China mainland. The development in China Hong Kong, Macao and Taiwan can be referred to the works of other authors (e.g. Law et al., 1999). A BRIEF HISTORICAL REVIEW The introduction of computers in K12 education in China can be traced back to 1982, when 5 pioneer secondary schools were organized together to carry out experiments on computer education focusing on programming. From then on, the development of ICT in schools has undergone roughly three stages: 1. Early explorations during 1982-1990: influenced by the international wave of "computer literacy", computers were firstly introduced into the few experimental schools as "Tutee" for students to learn programming, esp. Basic. It is only after 1985 that Tutor and Tool model started to gain concerns. However, the Tutee model still dominated the field (earlier review see Chen, 1988). 2. Expansion during 1991-1997: On the top of introducing computer as learning content, ComputerAssisted Instruction (CAI) and Computer-Managed Instruction (CMI) started to be more frequently incorporated into the teaching and learning of different subjects. Also, computers started to enter more and more schools, instead of being confined within the few pioneer schools. Quick development after 1997: Multimedia and computer network was introduced as powerful . technologies to help create constructive, supportive and rich learning environment in schools. With the emergence of such new terms as E-Learning, Web-Based Education, and Virtual School, ICT in education has gained much greater concerns than ever, and the development of educational ICT has been accelerated to an unprecedented degree. As we can see from the historical review, the educational uses of ICT in China have walked down a similar road with other part of the world.

The policy and management of information technology in Jordanian schools

During the past two decades the introduction of personal computers has been a major innovation in the Hashimite Kingdom of Jordan. This new technology continues to offer an exciting challenge to educationalists. This paper reviews the developments of Information Technology (IT) in Jordanian public schools in the period 1984–1998. My contention is that the highly centralised nature of the Jordanian educational system and the comprehensive policy of the Directorate of Educational Computing (DEC) have made the introduction of computers in schools less difficult.

Research Activities on the Ergonomics of Computers in Schools in Japan

Recently, Japanese government took positive steps financially to introduce computers into schools and to promote the use of the internet in school environments. A proactive approach must be taken to eliminate the foreseeable ergonomic problems from the use of these new technologies. The Japan Ergonomics Society (JES) has had discussions on the topics concerned. The postural and visual characteristics of young students, ergonomic improvements of workstations for the school children, operating conditions of PCs in junior-high schools, questionnaire surveys on the ergonomic aspects of computers in schools were discussed in the JES symposium held in 1999. In conclusion, the introduction of computers in schools should be given more careful consideration and the development of ergonomic guidelines for the use of computers in schools should address the prevailing social needs.

Lessons from two dutch projects for the introduction of computers in schools

The systematic introduction of computers in schools for general secondary education in The Netherlands started in the early 1980s. Initially, the Dutch government experimented in 1983 with a project in 100 lower general secondary schools limited in scope to gain experience with educational computer use (100-school project). In the period 1985–1989 the government implemented a second stimulation project focused at all lower secondary schools: New Information Technology in Secondary Education. This project consisted of the provision of hardware and courseware to all general secondary schools, organizing nationwide in-service teacher training, and the intensifying of software development. With respect to the 100-school project the question was whether there would be any differences in computer implementation and problems with computer use at schools in the 100-school project as compared to other schools which could only profit in the second promotional program. The question addressed for the second promotional program concerns the use of software packages and courseware which were provided to all schools for general education during the NIVO-project. An important conclusion for The Netherlands is, that the provision of hardware, software and in-service training was adequate to introduce computer education (called: information and computer literacy) as a new subject in nearly all lower secondary schools. But the set of stimulation activities does not seem to be adequate or sufficient to realize the integration of computer use in existing subjects.

Teachers' further education in educational computing: experiences from the “Tromsø-package”

This paper reports experiences from the University of Tromsø's effort on teachers' further education in computer science in general, and educational computing in particular. A review of the backgrounds for the Norwegian introduction of computers in schools is given. Aspects of computer science to be included in teachers' further education in educational computing are discussed. The “Tromsø-package” is presented. Furthermore, we elaborate on the topics covered in the courses. Finally, experiences are discussed in relation to the objectives of the education.

Quality and Reliability Assurance Programme for Personal Computers

The country has entered the personal computer era in a big way spearheaded by the introduction of computers in schools. The quality, reliability and safety aspects of a product particularly for which the users are non-professionals need to be given utmost importance. Keeping this in view and also considering the necessity of standardization to enable quick and systematic indigenisation of the products with a sound foundation, the Department of Electronics has set up a Task Force for recommending measures for Quality and Reliability Assurance of personal computer system. The Task Force has representatives of the manufacturers, users, ISI, Government Departments etc., as its members. The Sub-Groups of the Task Force have already drawn up the specifications for the following eight items for personal computers: (i) 8 bit personal computer; (ii) Keyboard; (iii) Video monitor; (iv) Printer; (v) Floppy drive; (vi) Data Cassette recorder; (vii) Switch mode power supplies for use with the personal computer systems...

Using History to Shape Policy for Educational Technology

This paper suggests ways in which policy-makers can use history to develop plans for bringing computers into schools. It briefly discusses both the advocacy and concern of educators who support the introduction of computers in schools as well as those who question such efforts. Two ways of applying historical analysis to the issue of educational technology are proposed. The first looks at changes in the educational institution over time. The growth of the common school is discussed as well as the bureaucratization of schools. Both changes resulted from societal pressure on the institution. The second application of historical analysis looks specifically at past attempts to introduce educational technology in the schools. Differences between past and present factors and situations are mentioned, and ways of preventing repetition of past failures are suggested.