Communications Technology for the Year 2000--with Implications for Vocational Education.

Autor/in	Uthe, Elaine F.
Institution	Ohio State Univ., Columbus. National Center for Research in Vocational Education.
Titel	Communications Technology for the Year 2000--with Implications for Vocational Education.
Quelle	(1982), (142 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Communications; Computer Assisted Instruction; Computer Oriented Programs; Computers; Data Processing; Educational Planning; Futures (of Society); Information Processing; Postsecondary Education; Reprography; Technological Advancement; Telecommunications; Vocational Education; Word Processing + Suchen Sie Ihr Suchwort? Nachrichtenwesen; Computer based training; Computerunterstützter Unterricht; Computerprogramm; Digitalrechner; Datenverarbeitung; Bildungsplanung; Future; Society; Zukunft; Informationsverarbeitung; Post-secondary education; Tertiäre Bildung; Technological development; Technologische Entwicklung; Telekommunikationstechnik; Ausbildung; Berufsbildung; Textverarbeitung
Abstract	Communications technology must advance to meet the need for improved information processing by the year 2000. Four major technologies are involved: computers and data processing, telecommunications and telephones, reprographics, and word processing. Each of the technologies shows growth in sales, applications, and usage. Facts and projections reveal that probably a 20-year gap exists between the technology and its applications in widespread use. Furthermore, technologies are blurring. Changes in communications technology have social implications in such areas as electronics and consumer finances, health issues related to terminals, the wired home, freedom of information and right to privacy, computer vulnerability, applications and gadgetry, and international concerns. As every individual and every job will be affected by computers, general education and career education (career guidance and vocational training) must integrate the computer as both an instructional tool and as a piece of work equipment. Vocational educators must acquire computer skills and use the computer in teaching job skills and managing the classroom, and vocational education programs must acquire computers and/or computer-powered equipment. (Reading recommendations are made for all vocational educators. Appendixes include articles on the computer and a bibliography of references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01