Interactive Learning and the New Technologies

BOOK COVER......Page 1
HALF-TITLE......Page 2
TITLE......Page 3
COPYRIGHT......Page 4
CONTENTS......Page 5
PREFACE......Page 7
PART 2:  NATIONAL REPORTS AND BACKGROUND INFORMATION......Page 9
1.1.2 AIMS OF THE WORKSHOP......Page 10
1.1.3.2 Papers presented......Page 11
1.1.4.2......Page 12
1.1.4.7......Page 13
1.2.1.1.2......Page 14
1.2.1.2.1......Page 15
1.2.1.3.3......Page 16
1.2.1.4.1......Page 17
1.2.2  REPORT OF GROUP B......Page 18
1.2.2.2.1......Page 19
1.2.2.4.2......Page 20
1.2.3 REPORT OF GROUP C......Page 21
1.2.3.3 Point—Role changes of teachers. Changes of methodologies......Page 22
1.2.3.7 Point—INSET In-service ed & training......Page 23
1.2.3.10 Point—Cost-effectiveness......Page 24
1.2.3.13 Point—Integration......Page 25
1.3.2 INTRODUCTION......Page 27
1.3.3.1 Potter’s 1985 study......Page 29
1.3.3.2 Other studies of interaction......Page 32
1.3.4 CODA: WHAT IS THE NATURE OF THE COMPUTER’S INTERACTION?......Page 34
1.3.5 BIBLIOPGRAPHY......Page 36
 1.4.1  SUMMARY......Page 37
1.4.3 DEVELOPMENTS UNTIL 1983......Page 38
1.4.5 PROBLEMS AND QUESTIONS OF PRINCIPLE......Page 40
1.4.5.3 In what grade is computer education to begin?......Page 41
 1.4.5.4 What hardware is suitable for schools? How is this aspect to be controlled?......Page 42
1.4.6 COMPUTER-ASSISTED TEACHING......Page 43
1.4.6.1 Examples of development and research projects initiated and/or supported by the Educational Software Group......Page 44
1.4.6.2  Projects of general interest......Page 46
1.4.6.3 Viewpoints on computer support in schools......Page 47
1.4.7 LOOKING AHEAD......Page 48
1.5.1 SUMMARY......Page 50
1.5.3 MICROCOMPUTERS......Page 51
Bibliography......Page 52
1.5.3.2 The computer and national science: learning and consolidation of the experimental method......Page 53
1.5.3.3 Experimental introduction of remote sensing in secondary education......Page 54
1.5.3.5.1 At primary education level......Page 55
Bibliography......Page 56
1.5.4 INFORMATION TECHNOLOGY......Page 57
1.5.4.2 Production and testing of educational IT-services using viewdata......Page 58
1.5.5.1 Television, a social and educational fact......Page 59
1.5.5.2 Educational uses of the video-disc......Page 60
1.5.5.4 Technological imagery in education......Page 61
1.5.6 INTERACTIVE LEARNING OR LEARNING INTERACTION?......Page 62
1.6.2 INTRODUCTION......Page 65
1.6.3 A TAXONOMY OF COMPUTER-ASSISTED TEACHING/LEARNING......Page 66
1.6.4.1 Teaching of elementary factual knowledge by drill and practice......Page 67
1.6.4.2.1 The differentiation between AFO and ICA......Page 69
1.6.4.2.2 KAVIS© as an example of an AFO architecture......Page 72
1.6.4.2.3 Other types of AFO and non-ICAI architecture......Page 75
1.6.4.2.4  REFRACT as an example of an ICAI architecture......Page 76
1.6.5 Computer-assisted ‘hands on’ learning of intellectual skills......Page 77
1.6.6 BIBLIOGRAPHY......Page 79
1.7.1 SUMMARY......Page 82
1.7.2 PROPERTIES......Page 83
1.7.3 DESIGNING FOR NMIT......Page 84
1.7.4 IMPLEMENTATION......Page 88
1.7.4.2 The introduction of NMIT may fail by lack of quality......Page 89
1.7.4.3 The access to software is too difficult......Page 90
1.7.4.4 The reward system to pay teachers is detrimental to the introduction of NMIT......Page 91
1.7.4.5 NMIT have to be cheap and easy to use......Page 92
1.7.5 POLICY......Page 97
1.7.6 BIBLIOGRAPHY......Page 98
1.8.1 SUMMARY......Page 100
1.8.2  THE THREE PRO’S: PROMISES, PROBLEMS AND PROSPECTS......Page 101
1.8.3.2 Number of computers......Page 103
1.8.3.5 Major instructional uses......Page 104
1.8.3.5.2 Major subject areas......Page 105
1.8.3.6.2 Second observation......Page 106
1.8.3.7 Comments......Page 107
1.8.4.1 Effectiveness......Page 108
1.8.4.3 Comments......Page 110
1.8.5.2 Research, development and implementation in computer education......Page 111
1.8.5.3 A four-phase model......Page 112
1.8.5.4 Comments......Page 113
1.8.6.2 The Informatics Stimulation Plan......Page 114
1.8.7 FUTURE STRATEGIES......Page 115
 1.8.7.1 POCO-project......Page 116
1.8.7.2 Experimental Stations-project......Page 117
1.8.9 BIBLIOGRAPHY......Page 118
2.1.2 INFORMATION FROM FRANCE......Page 122
2.1.4 INFORMATION FROM THE UNITED KINGDOM......Page 123
2.2 LIST OF ONGOING OR COMPLETED RESEARCH......Page 125
2.3 BIBLIOGRAPHY COMPILED FROM NATIONAL REPORTS......Page 133
2.4.2 THE IST-CENTRE IN UPPER AUSTRIA......Page 138
2.4.3 PERSPECTIVES......Page 139
2.4.3.3 Problem-solving......Page 140
2.4.4 BIBLIOGRAPHY......Page 141
2.5.1.2 Content of the programme......Page 142
2.5.2.2 Content of the programme......Page 143
2.6.1......Page 145
2.6.2 BIBLIOGRAPHY......Page 148
2.7.2.1 Computers in primary education......Page 150
2.7.2.2 The role and function of computers in primary education......Page 151
2.7.2.3 Gifted pupils and the use of LOGO......Page 152
2.7.3.2 European studies Computer Project......Page 153
2.7.3.4 Equality of Opportunity Project......Page 154
2.7.3.6 Research being conducted by the National Information Technology in Education Centre......Page 155
2.7.5 BIBLIOGRAPHY......Page 156
2.8.1 SUMMARY......Page 157
2.8.2 EDUCATIONAL RESEARCH INTO LEARNING......Page 158
2.8.3 TECHNOLOGY AND CLASSROOM INTERACTION......Page 160
2.8.4 LEARNING HOW TO READ AND WRITE......Page 162
2.8.5 SUBJECTS, PROFESSIONAL SPECIALISATIONS AND KNOWLEDGE......Page 163
2.8.7 BIBLIOGRAPHY......Page 166
2.9.2 SOME PROBLEMS FACING TODAY’S SCHOOLS......Page 167
2.9.3 THE SCHOOL OF TOMORROW......Page 168
2.9.5 NIT APPLICATIONS......Page 169
2.9.5.1 Standard programmes......Page 170
2.9.6 BIBLIOGRAPHY......Page 171
2.10 INTRODUCTION OF THE NEW INFORMATION TECHNOLOGIES IN PRIMARY AND SECONDARY EDUCATION IN PORTUGAL......Page 173
2.11.1 INTRODUCTION......Page 175
2.11.2 THE PROJECT......Page 176
2.11.3 RESEARCH METHODS......Page 177
2.12.1 BACKGROUND TO THE UNITED KINGDOM (UK) PROGRAMME......Page 178
2.12.2 EVOLVED POLICY......Page 179
2.13.4 COLLABORATION......Page 180
2.12.5.1 Commission of the European Communities......Page 181
 2.12.5.2 Bilateral Collaboration......Page 182
2.12.6 POSTWORD......Page 185
2.13.1 BACKGROUND AND DESCRIPTION......Page 186
 2.13.3 PALENQUE PROJECT DEVELOPMENT SYSTEM HARDWARE......Page 187
2.13.5.1 Video overviews......Page 188
2.13.5.2 Virtual Travel......Page 189
2.15.3.5 Three Characters......Page 190
2.13.5.7 Games and Activities......Page 191
2.13.6 INTERFACE ISSUES......Page 192
2.13.6 DESIGN INFORMED BY FORMATIVE RESEARCH......Page 193
II DELEGATES......Page 194
IV OBSERVERS......Page 196
V ORGANISERS......Page 197