Technology in the Classroom: Initiative or Response? New Directions in Curriculum Development.

Autor/in	Damarin, Suzanne K.
Titel	Technology in the Classroom: Initiative or Response? New Directions in Curriculum Development.
Quelle	(1982), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Computer Assisted Instruction; Computer Literacy; Computer Science; Curriculum Development; Educational Responsibility; Educational Technology; Elementary Secondary Education; Higher Education; Teacher Education; Teacher Educators; Teaching Methods + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Computerkenntnisse; Informatik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Erziehungsverantwortung; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerausbildung; Lehrerbildung; Teacher education; Education; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Within the last five years there has been a great deal of change in the role of technology in the schools. The advent of microcomputers has had an impact on instructional techniques as has the development of interactive graphics and animation, and other technologies such as videodisc and micronet. Teacher educators face the responsibility of preparing teachers to teach students who will be living and working in the computer age. There are three major issues that teacher educators must consider in addressing the effect of computers on curriculum and instruction. First, educators should consider ways that the proliferation of computers and the growth of computer-related technologies can and should affect the content of curriculum and instruction. A second issue to be considered is how the availability of computers in schools can and should affect the quality of appropriate content. The implications of the computer age for teacher education comprise the third issue. The Technology and Basic Skills Project - Mathematics at Ohio State University addresses all three issues as they are related to the teaching of mathematical concepts and problem solving skills to middle grade students. The program's principles and techniques are generalizable to other grades and to other subject areas. A primary principle of the program is that computers should be viewed by both the student and the teacher as a tool with multiple uses, including record keeping, data collecting, altering the content and quality of instruction, and problem solving. Effective use of computers can afford learners the opportunity to experiment with and control the cognitive environment in which they are working and learning. Teacher educators must begin to prepare teachers for the computer age and must focus on the very best this technology can offer to education. (JD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01