ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1989.tb00198.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractThis paper briefly sets out two main themes. The first is concerned with how information technology may be seen as both offering opportunities and posing problems from the perspectives of developmental psychology and education. The second delineates the main features of cognitive science and suggests ways in which it can help in formulating the solutions to some of these problems.

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1989.tb00199.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractThe term ‘desktop publishing’ has received much media coverage in recent months in both the commercial and educational press. School‐based ‘desktop publishing’ packages are at the moment poor imitations of full‐specification systems. This paper discusses the state of desktop publishing in education today and demonstrates the weaknesses of the systems available for use in the classroom. The skills required for desktop publishing are interrelated in a complex way and cannot be presented in a hierarchical fashion. A model of the functional processes involved is suggested in the paper and analysed in terms of the skil

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1989.tb00200.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractMassachusetts Institute of Technology and Carnegie Mellon University have both embarked on enormous projects designed to implement workstation environments for use in academic endeavours. Project Athena at MIT is a network designed to service teaching and learning only, while the Andrew network at CMU is to service both teaching and research. Stanford University's computer‐intensive environment for teaching and learning owes no allegiance to either the Athena or the Andrew model. The environments at these three universities are summarized and placed in contex

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1989.tb00201.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1989.tb00202.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractThis article examines the use of small‐scale databases in introductory Social Science courses at degree level. It suggests that databases can act as an introduction to both statistical practice and investigative learning, but only if supported by considerations of methodology. The results of a research project where students used a specially written database are reported. This indicates that there are both strengths and weaknesses in the use of databases, but it is suggested that these weaknesses can be overcome to a large extent by carefully considering what we expect students to be able to do with statistics. The use of generic databases and spreadsheets as methods of handling data is also discusse

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1989.tb00203.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractCourseware abstraction is an approach to CAL whereby the lesson author creates a general parameterized CAL lesson that is then applied to many concrete examples. This approach has the following advantages over alternative approaches to lesson development: it is cost efficient; it facilitates lesson verification; it encourages the provision of as many examples as are desirable; it simplifies the selection of appropriate examples for presentation to each student; it provides a convenient framework for student evaluation, and it supports the development of factually exhaustive lessons. In short, it provides qualitative improvements, while at the same time reducing lesson development costs. Although widely used, courseware abstraction has not previously been identified as an important CAL technique and its relative merits have never received attention. In particular, there has been a failure to recognize that generative CAL derives most of its power from the use of courseware abstraction.

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1989.tb00204.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1989.tb00205.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

AbstractA case study in which dyads of subjects (both a pupil‐pupil and a teacher‐pupil dyad) use a microcomputer computer assisted learning (CAL) program is discussed. We argue that an approach involving the videotaping of pupils' interactions around the computer, microanalysing the resulting dialogue, and relating the results from the dialogue analysis to learning outcomes is a potentially very powerful method for evaluating the educational efficacy of CAL software. The present case study describes a technique for collecting appropriate data, indicates the richness of such dialogue data and illustrates some of the hidden problems in CAL program use which other evaluation methods are unlikely to exp

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1989.tb00206.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Book reviewed in this article:Title:The Homerton Logo Manual: authors: Hilary Shuard and Fred DalyTitle: Computers in Education 5–13 Authors: Ann Jones and Peter Scrimsh

ISSN:0266-4909    

DOI:10.1111/j.1365-2729.1989.tb00207.x

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY