Philosophy of Computer Use in the Social Studies.

Autor/in	Ediger, Marlow
Titel	Philosophy of Computer Use in the Social Studies.
Quelle	(1989), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Computer Assisted Instruction; Computer Software; Curriculum Enrichment; Educational Objectives; Educational Philosophy; Educational Theories; Elementary Secondary Education; Existentialism; Realism; Social Studies; Teacher Characteristics; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Computer based training; Computerunterstützter Unterricht; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Educational objective; Bildungsziel; Erziehungsziel; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Existenzialismus; Realismus; Gemeinschaftskunde; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Four philosophies of computer use in the social studies field are discussed, each representing a unique school of thought in teaching and learning. They are idealism, realism, experimentation, and existentialism. Idealists believe in an idea-centered social studies curriculum. Tutorial programs, carefully selected to achieve relevant goals, may well present subject matter to students in a logical sequence. Realism stresses that one can know the real world as it truly is. Teachers adhering to realism as an educational philosophy select learning opportunities for students to attain precise objectives. After completing the software program, teachers measure if students have/have not been successful in goal attainment. Experimentalism stresses a problem-solving procedure, for which a flexible model is presented. Software must assist students to secure knowledge directly related to the problem, which should be life-like and real. Existentialist social studies teachers advocate students learning to choose and make decisions. A learning center approach, in which students select desired tasks and software programs, while omitting those not having a perceived purpose, might well emphasize existentialist tenets. The student is responsible for his/her choices. A second plan involves student-teacher planning of objectives, learning opportunities, and appraisal procedures. Students might choose which software packages to use in a given unit. Under any philosophy, software should be instrumental to problem solving in the social studies. Criteria for software selection are presented, as is a 7-item bibliography. (GEA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC