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Children And Computers In School

Author: Betty A. Collis
Publisher: Routledge
ISBN: 1135451508
Size: 23.92 MB
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This volume integrates research findings from three multinational studies conducted to examine the impact of children's use of computers in school. Conclusions are drawn from in-depth analyses of trends in more than 20 nations. Its seven authors from four nations were key researchers on these projects. Both a study and a product of the information age, this work is of prime importance to teachers, teacher educators, and school administrators. This work is unique in three important ways: * it presents data gathered in many regions of the world; * many of the authors are well-known and respected for their previous work in educational studies; and * the chapters are designed in such a way that the majority of the book is easily accessible to professionals such as classroom teachers who are interested primarily in findings, results, and outcomes rather than the methodology of the research.


Author: Seymour A. Papert
Publisher: Basic Books
ISBN: 9780465046744
Size: 57.68 MB
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Mindstorms has two central themes: that children can learn to use computers in a masterful way and that learning to use computers can change the way they learn everything else. Even outside the classroom, Papert had a vision that the computer could be used just as casually and as personally for a diversity of purposes throughout a person's entire life. Seymour Papert makes the point that in classrooms saturated with technology there is actually more socialization and that the technology often contributes to greater interaction among students and among students and instructors.

Computers As Mindtools For Schools

Author: David H. Jonassen
Publisher: Prentice Hall
ISBN: 9780130807090
Size: 22.11 MB
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This book provides a thorough explanation of MindtoolsM197>alternative ways of using computer applications to engage learners in constructive, higher-order thinking about specific areas of study. It presents a rationale for using these tools, discusses individual Mindtools and their use, and suggests effective ways to teach with each Mindtool. Weaves a critical thinking framework throughout the text. Expands coverage of systems modeling tools with new sections on analysis and reasoning. Adds an entirely new section of the book, which includes chapters on intentional information searching via Internet and visualization tools. For educators and school administrators.

Young Children Videos And Computer Games

Author: Jack Sanger
Publisher: Psychology Press
ISBN: 9780750707015
Size: 47.38 MB
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This book is a study of 4-9 year olds and their experiences with computers, computer games and videos, both at home and at school. It is based on two years' research, funded jointly by the British Film Institute and the British Library, during which the children were shadowed, observed and interviewed along with peers, siblings, parents and teachers. Many important insights were gained into how parents and teachers view technological change; what they know about their children's use of the technology; and what, in fact, children actually do in their bedrooms, with their friends or alone. Significant issues were raised relating to entertainment technology, parenting and teaching; particularly in relation to gender, popular culture, the possible value of computer games and videos, and the lack of mediation of children's experiences. The authors conclude that there is an overall feeling that children are being left to drift in a leisure world of growing technological sophistication, where realism is increasing and the boundaries between fact and fiction, diminishing. To become critical consumers capable of managing this aspect of their lives, the authors contend that wholesale changes are needed to the way education is viewed and delivered. This book deals with important issues at the forefront of social and educational politics: issues that are at the heart of current moral debates over censorship and the young. It is written in a jargon-free non-academic style and will make a fascinating read for educators and parents alike.

Failure To Connect

Author: Jane M. Healy
Publisher: Simon and Schuster
ISBN: 0684865203
Size: 26.53 MB
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In this comprehensive, practical, and unsettling look at computers in children's lives, Jane M. Healy, Ph.D., questions whether computers are really helping or harming children's development. Once a bedazzled enthusiast of educational computing but now a troubled skeptic, Dr. Healy examines the advantages and drawbacks of computer use for kids at home and school, exploring its effects on children's health, creativity, brain development, and social and emotional growth. Today, the Federal Government allocates scarce educational funding to wire every classroom to the Internet, software companies churn out "educational" computer programs even for preschoolers, and school administrators cut funding and space for books, the arts, and physical education to make room for new computer hardware. It is past the time to address these issues. Many parents and even some educators have been sold on the idea that computer literacy is as important as reading and math. Those who haven't hopped on the techno bandwagon are left wondering whether they are shortchanging their children's education or their students' futures. Few people stop to consider that computers, used incorrectly, may do far more harm than good. New technologies can be valuable educational tools when used in age-appropriate ways by properly trained teachers. But too often schools budget insufficiently for teacher training and technical support. Likewise, studies suggest that few parents know how to properly assist children's computer learning; much computer time at home may be wasted time, drawing children away from other developmentally important activities such as reading, hobbies, or creative play. Moreover, Dr. Healy finds that much so-called learning software is more "edutainment" than educational, teaching students more about impulsively pointing and clicking for some trivial goal than about how to think, to communicate, to imagine, or to solve problems. Some software, used without careful supervision, may also have the potential to interrupt a child's internal motivation to learn. Failure to Connect is the first book to link children's technology use to important new findings about stages of child development and brain maturation, which are clearly explained throughout. It illustrates, through dozens of concrete examples and guidelines, how computers can be used successfully with children of different age groups as supplements to classroom curricula, as research tools, or in family projects. Dr. Healy issues strong warnings, however, against too early computer use, recommending little or no exposure before age seven, when the brain is primed to take on more abstract challenges. She also lists resources for reliable reviews of child-oriented software, suggests questions parents should ask when their children are using computers in school, and discusses when and how to manage computer use at home. Finally, she offers a thoughtful look at the question of which skills today's children will really need for success in a technological future -- and how they may best acquire them. Based on years of research into learning and hundreds of hours of interviews and observations with school administrators, teachers, parents, and students, Failure to Connect is a timely and eye-opening examination of the central questions we must confront as technology increasingly influences the way we educate our children.

Children Designers

Author: Idit Harel
Publisher: Ablex Publishing Corporation
Size: 35.18 MB
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In this book, the author presents a new vision of learning through design and production, and describes computer programming as a source of a learning and design power. As means of studying this extended notion of children's programming, the author implemented "Instructional Software Design Projects" to explore the learning that takes place when students develop complete mathematical software products designed for other students in their school. The results demonstrate that the young designers learned not only about mathematics (fractions) and programming (Logo), but also about design and user interfaces, as well as representational, pedagogical, and communicational issues.

Beyond Technology S Promise

Author: Joseph B. Giacquinta
Publisher: Cambridge University Press
ISBN: 9780521407847
Size: 54.28 MB
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This book examines how children use home computers, and proposes steps to facilitate a better educational use of available technology.

How Computer Games Help Children Learn

Author: David Williamson Shaffer
Publisher: Macmillan
ISBN: 9780230602526
Size: 78.47 MB
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Evaluates a controversial theory about the educational potential of computer games, revealing how specific games can teach children how to develop creative thinking processes akin to those of today's successful professionals. Reprint. 15,000 first printing.

Oversold And Underused

Author: Larry CUBAN
Publisher: Harvard University Press
ISBN: 9780674030107
Size: 43.85 MB
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Impelled by a demand for increasing American strength in the new global economy, many educators, public officials, business leaders, and parents argue that school computers and Internet access will improve academic learning and prepare students for an information-based workplace. But just how valid is this argument? In "Oversold and Underused," one of the most respected voices in American education argues that when teachers are not given a say in how the technology might reshape schools, computers are merely souped-up typewriters and classrooms continue to run much as they did a generation ago. In his studies of early childhood, high school, and university classrooms in Silicon Valley, Larry Cuban found that students and teachers use the new technologies far less in the classroom than they do at home, and that teachers who use computers for instruction do so infrequently and unimaginatively. Cuban points out that historical and organizational economic contexts influence how teachers use technical innovations. Computers can be useful when teachers sufficiently understand the technology themselves, believe it will enhance learning, and have the power to shape their own curricula. But these conditions can't be met without a broader and deeper commitment to public education beyond preparing workers. More attention, Cuban says, needs to be paid to the civic and social goals of schooling, goals that make the question of how many computers are in classrooms trivial.