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Computers in Education

Computers in Education. Blay Whitby. Computers in Education Historical Overview. 1950 - 1965 - CAL Systems Wild optimism. Lack of clear goals. 1965 -1970 - Effective CAL/CAI systems begin to emerge. Training end users and computer programmers begins to be an issue.

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Computers in Education

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  1. Computers in Education Blay Whitby

  2. Computers in EducationHistorical Overview 1950 - 1965 - CAL Systems • Wild optimism. • Lack of clear goals. 1965 -1970 - Effective CAL/CAI systems begin to emerge. • Training end users and computer programmers begins to be an issue.

  3. Computers in EducationHistorical Overview • 1970 - Scholar • ITS starts as a discipline. • ITS vs. CAI. • -Explicit representation of knowledge. • 1970 - 1985 - ICAI period of wild optimism.

  4. Computers in EducationHistorical Overview • 1970 - 1985 - ICAI period of wild optimism. • Many problems emerge:- • Student knowledge is not just incomplete, it is often wrong. • The system needs a student or user model. • This turned out to be very difficult. • Starting point. • Bandwidth • Lack of cognitive theories.

  5. Computers in EducationHistorical Overview 1980 - present - Interactive technologies • I.V. • Multimedia • Learning Environments • ITV  • Little theory, but plenty of technology.   • 1985 - present - Interface improvements • wimps systems • Multimedia • www. • VR

  6. Computers in EducationTechnological Implications (beware predictions) • Improvements in networks etc. • Better, faster data transfer. • More domestic terminals of various sorts. • Better access (ie software) to these networks. • More on-line information. • Books, films, etc are NOT dying out.

  7. Computers in EducationTechnological Implications (beware predictions) • ITS/Ihelp vs. Interfaces • 'Information Overload'. • Simulation and VR. • More interactivity in all computer systems (eg. compilers). • Some things are best taught/instructed by computer.

  8. Computers in EducationSocial Implications What exactly is going on? • Replacing teachers? • If so, why? • Making systems more user-friendly? • Giving more people access to more knowledge? • NB If we had clear answers to these questions, then we might be better able to design systems. laws, and so on.

  9. Computers in EducationSocial Implications Both good and bad possibilities:- • Lack of human-human interaction.

  10. Computers in EducationSocial Implications Both good and bad possibilities:- • Lack of human-human interaction. • Can a computer teach how to deal with people?

  11. Computers in EducationSocial Implications Both good and bad possibilities:- • Lack of human-human interaction. • Can a computer teach how to deal with people? • Should it?

  12. Computers in EducationSocial Implications Both good and bad possibilities:- • Lack of human-human interaction. • Can a computer teach how to deal with people? • Should it? • More information is always beneficial.

  13. Computers in EducationSocial Implications Both good and bad possibilities:- • Lack of human-human interaction. • Can a computer teach how to deal with people? • Should it? • More information is always beneficial. • More information = more knowledge.

  14. Computers in EducationSocial Implications Both good and bad possibilities:- • Lack of human-human interaction. • Can a computer teach how to deal with people? • Should it? • More information is always beneficial. • More information = more knowledge. • Democracy requires people to be well-informed.

  15. Computers in EducationSocial Implications Both good and bad possibilities:- • Lack of human-human interaction. • Can a computer teach how to deal with people? • Should it? • More information is always beneficial. • More information = more knowledge. • Democracy requires people to be well-informed. • More knowledge = greater chance to pursue happiness.

  16. Computers in EducationSocial Implications Both good and bad possibilities:- • Lack of human-human interaction. • Can a computer teach how to deal with people? • Should it? • More information is always beneficial. • More information = more knowledge. • Democracy requires people to be well-informed. • More knowledge = greater chance to pursue happiness. • Just because you've got a computer, it doesn't mean you have to stop talking to people!

  17. Computers in EducationSome Ethical Implications • Human replacement. • Concentration of power. • Who will keep a check on these trends? • How?

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