Alternative Teaching Aids, or Why We Can Do Without the New Technology in Political Education.

Autor/in	Langeveld, Willem
Titel	Alternative Teaching Aids, or Why We Can Do Without the New Technology in Political Education.
Quelle	(1983), (20 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Affective Objectives; Comparative Education; Computer Assisted Instruction; Computer Oriented Programs; Educational Media; Educational Needs; Educational Technology; Elementary Secondary Education; Human Relations; Humanistic Education; Humanization; Individualized Instruction; International Relations; Social Change; Social Studies; Student Teacher Relationship; Technological Advancement; Television + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Computer based training; Computerunterstützter Unterricht; Computerprogramm; Bildungsmittel; Unterrichtsmedien; Educational need; Bildungsbedarf; Zwischenmenschliche Beziehung; Humanistische Bildung; Humanisierung; Individualisierender Unterricht; Internationale Beziehungen; Sozialer Wandel; Gemeinschaftskunde; Technological development; Technologische Entwicklung; Fernsehen; Fernsehtechnik
Abstract	Social studies educators should refrain from using computer-assisted instruction as much as possible; instead, they should create a program that reveals the hard facts of a computerized society and its dangers to civil liberties and human dignity. Past examples of the standardizing effects of technology reach as far back as the printing press. Currently, the new technology threatens even further homogenization of information. New developments are propagated by self-interested industries and welcomed by technocratic administrators desiring to economize on education. Further, reactionary technocratic governments promote the introduction of new gadgets in education not only for efficiency and economy, but also to get a stronger grip on its content. Although personal contact between teacher and child remains the major educative factor today, computers threaten this tradition by eliminating teacher authority and further isolating children from human interaction. While computers promise advantages in solving convergent problems, they also promise the inability to solve divergent problems requiring feeling, understanding, love, and ethical values. To counterbalance these influences of the technological revolution, teachers should develop their own teaching aids and make themselves independent of major publishers in their realization that there are no easy solutions to complex social problems. (LH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC