Literaturnachweis - Detailanzeige
| Autor/inn/en | Sheingold, Karen; und weitere |
|---|---|
| Institution | Bank Street Coll. of Education, New York, NY. Center for Children and Technology. |
| Titel | Chameleon in the Classroom: Developing Roles for Computers. Symposium. Technical Report No. 22. |
| Quelle | (1983), (65 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Stellungnahme; Computer Assisted Instruction; Computer Software; Design Requirements; Educational Assessment; Educational Planning; Educational Research; Educational Technology; Elementary Secondary Education; Instructional Design; Microcomputers; Programing; Word Processing |
| Abstract | This symposium includes the following papers: "Software for the Classroom: Issues in the Design of Effective Software Tools" (D. Midian Kurland); "Computers for Composing" (Janet H. Kane); "LOGO Programming and Problem Solving" (Roy D. Pea); "The Computer as Sandcastle" (Jeanne Bamberger); "Learning LOGO Together: The Social Context" (Jan Hawkins); and "Research and Design Issues Concerning the Development of Educational Software for Children" (Cynthia A. Char). The first four papers, preceded by an introduction by Karen Sheingold, are concerned with uses of the computer in the classroom. Kurland argues that tool software may be uniquely important for educators to consider for equipping students to function in this age of information. Kane describes case studies of children using word processors for writing, and comments on the similarities and differences between writing with and without computer technology. Pea discusses several different studies of children learning LOGO programming in classrooms and suggests that it may be important for educators to specify the goals they want to attain by using computers in their classrooms. Bamberger explores the use of programming with students in various musical contexts: rhythm, melody, and composition. The two remaining papers discuss the relationship between the computer and the social context of which it is part. Hawkins discusses peer collaboration as an important context for learning and describes LOGO programming as a facilitator of such collaboration. Char's paper suggests some of the variables that contribute to how software is used, as well as ways of designing software and materials to take account of classroom differences. Two discussants--James A. Levin, of the University of California at San Diego, and Joseph Glick, of the City University of New York--view this collection of papers through their own unique perspectives: Levin looks at the potential of new technology for affecting learning experiences for students and Glick brings a Piagetian developmental perspective to the research. (THC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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