The Use of Informatics in Education. Present Situation, Trends and Perspectives.

Autor/in	Hebenstreit, Jacques
Institution	United Nations Educational, Scientific and Cultural Organization, Paris (France). Div. of Educational Sciences, Contents & Methods of Educ.
Titel	The Use of Informatics in Education. Present Situation, Trends and Perspectives.
Quelle	(1986), (75 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Computer Assisted Instruction; Computer Literacy; Computer Managed Instruction; Computer Software; Costs; Developed Nations; Developing Nations; Elementary Secondary Education; Foreign Countries; Media Research; Microcomputers; National Programs; Postsecondary Education; Teacher Education; France; United Kingdom; United States + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Computerkenntnisse; Computer-assisted instruction; Cost; Kosten; Developed countries; Industriestaat; Industrieland; Developing country; Developing countries; Entwicklungsland; Ausland; Medienforschung; nicht übertragen; Post-secondary education; Tertiäre Bildung; Lehrerausbildung; Lehrerbildung; Frankreich; Großbritannien; USA
Abstract	This overview of the use of computers in education begins by tracing the history of the development of computer programs for instruction in three developed countries, the United States, the United Kingdom, and France. Significant research and programs, general trends, the current situation, plans, and problems in each of the countries are discussed, including statistics on the number of schools with computers, student usage, and the costs of programs. Ways in which computers have been introduced in schools in these countries are compared and differences in the strategies used are discussed. A more general discussion of the situation in other developed countries covers problems with hardware, software, teacher training, and evaluation of the effectiveness of computers for improving the educational process. A discussion of the use of computers in developing countries addresses similar problems in different cultural environments and educational systems. Policies and strategies for introducing computers in education at any level are also discussed, including policies for professional training, use of computers in schools, hardware, software, teacher training, and research. It is concluded that, although there is a definite danger of increasing the gap in level and quality of education between those countries that make massive use of computers in education and those that do not, the appropriate use of computers in developing countries can be a way of decreasing the gap. Of the seven sources listed in the bibliography, one is in English, one in Spanish, and five are in French. (MES)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC