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The required process to match this task involves education in two different directions, summarized as knowledge- based and evaluation-based. The knowledge-based categories involve rote memorization, and comprehension of material. Evaluation-based categories involve analysis, synthesis, and judgement on material. [1] Any fundamental change in the direction of schools, such as the computerization of education, must remember to keep this process intact.
Before the impact of computer education can be discussed, its implementation must be examined. Thus, the issues of equipment and training must be examined. A review of the overall aim is in order here: the aim is to achieve a complete familiarity with computer technology and its use both now and in the future. Students must be prepared to deal with the computer on a daily basis, and be able to educate themselves on the rapid pace of computer technology. If students continue to view the computer as a "special" activity, then the education value of the computer may be lost in the novelty of the computer, or in the fear of incomprehensible technological progress.
The above aim argues for as widespread deployment of computers, that is, in every classroom, at the earliest opportunity. Unfortunately, such a widespread deployment is not possible, because of the lack of available resources. Thus, the only available alternative is to set-up dedicated computer labs in all the schools. Such labs should be able to sit an average class of thirty to forty students comfortably, plus teacher. These labs should be networked into a common infrastructure, and limited access to the Internet should be provided. (Note: These network issues will be discussed later.) Such labs emphatically do not have to be the latest and greatest in technology. The purpose here is not to pay for what is called the "bleeding edge"; our purpose here is to educate. The "standard" system in any product line-up should be sufficient in any upgrade generation. [2] In any case, these labs should be available to any and all classes, and education in computer activities should start as soon as possible.
The number of labs located in each school is hard to quantify; this depends heavily on the projected uses of the computers. Ideally, a typical elementary student would receive an hour of instruction every other day, while a secondary school student would receive an hour of instruction every day. In the practical environment that must be addressed, this depends on the training that teacher receive. It is assumed that there will be teachers who will be at best suspicious of the new technology, and, at worse, openly hostile to the technology. Training and familiarization exercises must be performed to overcome these views, and to open teachers' minds. In addition, a full-time Computer Administrator/Advisor (CAA) must be present at each school to attain the maximum efficiency for this new environment. The CAA must maintain the computers, as well as help in integration and training issues.
Using figures quoted in How Much Will a Technology-Rich Education Cost? [3] indicate training and personnel issues will account for over 50% of the total deployment cost. [4] THIS COST MUST NOT BE AVOIDED. Computerization will ONLY achieve its optimum under its use by trained and knowledgeable individuals. If this overhead is not spent and maintained, then computers are at best flashy toys, adding nowhere near their value in hardware costs.
The hardware and software deployed depend heavily on the tasks developed by teachers for the students. At the elementary and secondary school levels, there must be an integration between what can be called "conventional" curriculum and computers. Appropriate uses of computers in education involve both "computer literacy" and "computer development" topics. However, teachers must also resist the urge to use computers simply because of their presence; if their particular strengths cannot be utilized, then conventional education techniques should be used. Training, and the use of the full-time CAA for guidance will help in this. This does mean that the CAA must be versatile in a number of fields, not just in computer science or engineering.
Examples of "computer literacy" topics include common home tasks such as word processing/desktop publishing and (to a lesser extent) spreadsheets. In addition, a basic understanding and competence must be developed as early as possible; there is still a latent "technophobia" concerning computers, and this must be defeated early by demonstrating that the computer is a tool, for use by humanity. Basic maintenance skills and tasks should also be taught as early as possible: students should be able to handle the basic operations of examining disk directories, creating and deleting files, and other items. There is a standard computer literacy standard expected in most real-world environments, and a graduate from the full, standard, elementary/secondary school program should be able to meet that standard.
Computers also have many possibilities concerning multimedia. With the right software and hardware, a music student (for example) will be able to write for orchestra's and hear their work. Art students should be able to examine the capabilities and uses of their medium for animation and 3-D rendering. However, these possibilities depend heavily on the competence and knowledge of the teacher involved, which is why training is so important, and why the versatility of the CAA is so critical.
Essentially, computers can be used to enhance education by bringing capabilities to the student body that were previously available only at a much higher cost. Desktop publishing, for example, gives students the ability to be creative with quality while exposing them to the technologies that they will encounter in the real-world. Rote drills become easy with the computer, while the excitement of learning can be enhanced through sound, video, and the computational ability of the computer. (Consider the use of a simulator that shows students the results of their manipulations of the gravity of a falling ball, for example.) The use of new technologies provides a brand new opportunity to improve both computer literacy (important in a computerized world), and to improve delivery of material.
On the other hand, "computer development" topics, such as computer science and basic programming have been present in the conventional curriculum at the secondary school level for many years. Indeed, many secondary schools already have labs for this purpose. This aspect of computerization must continue to be developed and standardized across the Board. A radical departure from conventional thinking is the idea of teaching computer science at the elementary level. Such education would be limited to the highest grades in elementary school (Grade Eight and perhaps Grade Seven), and would allow students a first introduction to the concepts of programming. Such experience would be good on several levels: not only would it provide a basis for what is taught at the secondary school level, it would develop mental problem solving skills, using a logical thought process. Such courses would not have to be difficult; an example language of this type would be LOGO, first developed almost fifteen years ago. [5]
However, this is not a call for a compulsory course in computer programming. Students should be given enough knowledge to intelligently inquire about the programming process, and to make further inquiries as required and or desired.
There must be some discussion concerning the relative worth of computer networks and education. Specifically, the World Wide Web and the Internet. While no one would argue with the diversity of information available on the World Wide Web, there would be some who would have concerns over its "use" as a teaching aid. The problem with the Internet IS its greatest advantage; the unfiltered information of millions of people. Such an onslaught of information can easily overwhelm people. This creates a negative impression that can be avoided.
There are, however, several compelling arguments for building "Intranets", or networks with each School. One, it allows the use of shared resources, creating a higher level of efficiency. Two, it gives students experience in what is currently the fastest growing aspect of computer development. Three, it allows teachers and other individuals to use tools developed for the Internet on a local scale. The development and maintenance of WWW pages can be used as a catalyst in promoting computer education.
It falls upon teachers and the CAA to decide what is appropriate and what isn't. Perhaps a limited feed, so that the CAA can decide what is proper and copy it over unto the local WWW server. This alone will create enormous demands on the CAA's time; but with support from the full time teaching staff, it is possible. Indeed, the process can be automated to a very high degree; already, there exists the ability to download entire WWW sites and view them off-line.
In the final summary, one must consider the daunting task at hand. Massive amounts of resources are being committed. To make this expenditure useful, there must be a massive committment on behalf of the administration, trustees, and teachers to see this through. There are many pitfalls in the area of computerization for education, but the potential rewards are outstanding. However, it must be remembered that education should drive computerization, not the other way around.
And after all this education, students must be able to understand a computer's versatility and power, as well as its limitations. Students must have the basic knowledge required to comment intelligently on issues relating to computers, and be given the confidence to educate themselves as required. It is easy to concentrate on the knowledge based aspects of an education, ignoring the analysis and evaluation. Yet, only in a full curriculum can students be prepared for the unknown. Computers are only a valuable tool; teachers must still light the way.
"Lighting the Darkness" is a common metaphor in learning. Through technology, 50 000 watt searchlights are now available. These lights let students see further and clearer, opening up whole new worlds to them. However, we must be careful not to blind permanently the very students that we are trying to get to see.
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