Computer Literacy and Social Studies Teacher Education: Changes in Form and Content.

Autor/in	Napier, John D.
Titel	Computer Literacy and Social Studies Teacher Education: Changes in Form and Content.
Quelle	(1983), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Computer Assisted Instruction; Computer Literacy; Course Content; Curriculum Development; Educational Needs; Educational Objectives; Elementary Secondary Education; Ethics; Higher Education; Social Studies; Teacher Education; Technological Advancement + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Computerkenntnisse; Kursprogramm; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Educational need; Bildungsbedarf; Educational objective; Bildungsziel; Erziehungsziel; Ethik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Gemeinschaftskunde; Lehrerausbildung; Lehrerbildung; Technological development; Technologische Entwicklung
Abstract	The impact of teaching computer literacy on the social studies curriculum, instruction, and teacher education is discussed. Social studies computer literacy objectives are organized into three components: awareness, understanding how computer technology affects individuals and society; acquisition, knowing how computers work and how to operate a computer; and application, employing computer technology to solve problems and develop intellectual skills. Some of the 17 objectives contained within these categories are to know historical events in the development of computers, understand their future impact on society, evaluate legal and ethical questions, know uses of computers in business and industry, know how to use computers as a tutor and to simulate events, write computer programs, and apply computer resources in making decisions. Although social studies content should examine historical, sociological, psychological, political, and economic implications, the legal and ethical questions related to computer use are of major concern. New instructional modes should include tutorial, drill and practice, simulation, and problem solving. Teachers should know the uses of computers for management, sources of computer hardware and social studies software and how to evaluate them, and how to write social studies computer assisted programs. Teacher courses should be offered at the undergraduate and graduate levels. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC