Whatever You Do . . . . Don’t Put the Computer Room Near the Maths Department! or, I Was an Early Adopter, an Enthusiastic Disseminator, But Now . . .

Abstract : This chapter contains accounts, descriptions and personal experiences in secondary schools in England, Canada and Australia, from the 1970s to the 1980s; a period which saw the widespread introduction of computers into schools. The chapter ends with stories from another educational institution. What I learnt: Think not what a computer can do for you; think what you can or cannot do with a computer Look for the best way to solve a problem; it might not involve a computer Learning always takes place in all situations, good bad and in-between [1]1, but for socially empowering outcomes: there must be mutual respect between the participants, and learners must have a measure of control over their learning. Themes highlighted in this essay: 1 How computers did or did not change education 2 Teacher, parent and student expectations, concerns and visions 3 Use of computers ‘across the curriculum’.
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Chapitre d'ouvrage
Arthur Tatnall; Bill Davey. Reflections on the History of Computers in Education : Early Use of Computers and Teaching about Computing in Schools, AICT-424, Springer, pp.110-120, 2014, IFIP Advances in Information and Communication Technology (SURVEY), 978-3-642-55118-5. 〈10.1007/978-3-642-55119-2_7〉
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David Demant. Whatever You Do . . . . Don’t Put the Computer Room Near the Maths Department! or, I Was an Early Adopter, an Enthusiastic Disseminator, But Now . . .. Arthur Tatnall; Bill Davey. Reflections on the History of Computers in Education : Early Use of Computers and Teaching about Computing in Schools, AICT-424, Springer, pp.110-120, 2014, IFIP Advances in Information and Communication Technology (SURVEY), 978-3-642-55118-5. 〈10.1007/978-3-642-55119-2_7〉. 〈hal-01272188〉

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