Computers in Schools: The Issues, Problems, and Prospects.

Autor/in	Khine, Myint Swe
Titel	Computers in Schools: The Issues, Problems, and Prospects.
Quelle	(1992), (8 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Administrator Attitudes; Computer Assisted Instruction; Computer Literacy; Computer Uses in Education; Developing Nations; Elementary Secondary Education; Foreign Countries; Higher Education; Information Technology; Microcomputers; Policy Formation; School Organization; Surveys; Teacher Attitudes; Teacher Education; Brunei + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Computerkenntnisse; Computernutzung; Developing country; Developing countries; Entwicklungsland; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Informationstechnologie; Politische Betätigung; School organisation; Schulorganisation; Survey; Umfrage; Befragung; Lehrerverhalten; Lehrerausbildung; Lehrerbildung
Abstract	This discussion of the major factors that appear to determine the pace of development of computer uses in education in developing nations focuses on Brunei, a tiny, oil-rich sultanate in South East Aia with a population of approximately a quarter of a million. Questions are often raised as to whether computers are required merely to follow the example of other countries rather than to address social and economic needs, and the momentum of progress in educational computer use varies from country to country, with Brunei tending to proceed rather more cautiously than most. A survey of the Brunei schools conducted in 1898 found that: (1) there were a small number of computer clubs in secondary schools; (2) there were computer assisted instruction classes in two schools; (3) most educational administrators agreed that computer education should be incorporated in the school curriculum to make students aware of the use of computers in their daily lives; and (4) the majority of the teachers agreed on the need to introduce computers in schools in many different forms and approaches although they were reluctant to expand existing facilities or to introduce new programs, and they unanimously expressed a need for teacher training in computer use. It is recommended: that a policy for computer education in Brunei be formed; that a formal teacher education program for computer training be organized; that preservice computer training be made available; and that existing activities be encouraged. (4 references) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC