| Description |
viii, 181 pages : illustrations ; 23 cm |
| Series |
Monitoring change in education |
|
Monitoring change in education.
|
| Contents |
1. The context to the research -- 2. Methodologies, concepts and framing perspectives -- 3. Some research perspectives -- 4. Research into patterns of computer use: Surveys, 1994-1999 -- 5. What teachers think about ICT -- 6. Multi-tasking cyborgs: Implications -- 7. Concepts of Mind: A developmental picture -- 8. Students' Minds -- 9. Towards a new theory of Mind -- 10. Why can't teachers do IT? Cognitive dissonance -- 11. The autonomous learner? -- 12. Methodology: Reflections -- 13. Conclusion -- 14. Personal epilogue -- App. 1. Coursework and marks: A student perspective -- App. 2. What is the Mind? How does it work? -- App. 3. How do you learn? Some student comments |
| Summary |
"For almost twenty years successive governments have realised the importance of computers and computing and made significant investment in schools. The latest initiative, the National Grid for Learning, seeks to place online learning facilities at the heart of the curriculum for both teachers and students and use it as a vehicle for lifelong learning. The impact of ICT in the classroom transforms management, organisation and conventional pedagogic approaches. However, many teachers still struggle with ICT in the classroom. Since the mid 1990s a significant number of students have gained access to a PC at home. The ways in which they have learnt to use machines and the uses to which they are put, are shaped by input from peers and personal experience, other than the teachers. The education systems struggle to meet the demands and expectations of these young people and those without technology at home are doubly disadvantaged if their schools and teachers cannot compensate. In this research the author examines patterns of computer ownership and use among young people as well as teacher use and teacher attitudes. The results clearly demonstrate the disparity between student computer ownership and use and that of their teachers. It suggests that the patterns of learning experienced by young people are at variance with the assumptions and expectations of their teachers, with profound implications for the education system as a whole."--BOOK JACKET |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Computer-assisted instruction -- Great Britain.
|
|
Education -- Great Britain -- Data processing.
|
|
Education -- Data processing.
|
|
Computers and children.
|
| LC no. |
2001089777 |
| ISBN |
0754617769 |
|
