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Example research essay topic: Implementing Computer Technology In Education Australia - 1,414 words

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A discussion paper from the Australian Computer Society and the Australian Council for Computers in Education Computers in schools are now commonplace. However, in the mid- 1990 's, there are some significant factors influencing their use in Australian schools. Some of these factors are: 1. Continuing developments in information technology (IT) are likely to lead to radical change in all education sectors. 2.

Substantial strategic planning at all levels is necessary to anticipate this, and to prepare the people involved for substantial change. 3. Traditional education systems will face increasing competition from global mass media, information technology in the home, and open learning alternatives. 4. Articulation into vocational and academic tertiary sectors is being restructured. Students's kills with information technology are being emphasised as part of this process. 5.

Some of the curriculum changes implied by the Statements and Profiles for Australian schools are being implemented using information technology. 6. The Hobart Declaration on Schooling contained a commitment to develop in students the 'skills of information processing and computing' which has been largely unfulfilled. Given these factors, schools may need to revisit their computer policy statements. Therefore, this paper aims to give educational decision makers and computer co-ordinators a framework for the development of revised policies.

Where computer professionals are advising schools, this paper may give a curriculum focus to proposed changes in IT resource provision. Introduction This discussion paper does not attempt to forecast the demise of schooling, undermined by education delivered through wireless interactive hyper / multi -media. However realistic such a vision might be with current technology, education systems are large and have considerable inertia, especially in respect of installed capital equipment and current skills base. This discussion paper does attempt to map out patterns of development for computers in schools. It identifies the perspective of information technology in the technology curriculum for Australian schools. The paper then suggests a framework for thinking about its use in all curriculum areas, as a precursor to radical change in education systems.

The development of computers in education In the Hobart Declaration on the common and agreed goals for schooling in Australia, Ministers for Education included an aim to develop in students: "Skills of information processing and computing. " The Curriculum Corporation has now published the Statements and Profiles for the eight main areas of the curriculum for Australian Schools. The Technology Area includes a reference to data as a raw material for aspects of information technology. However, this important inclusion does not cover the use of computers in schools across all the other curriculum areas. Therefore, it is timely to consider the place of information technology in the curriculum.

Information technology is restricted to the area of Technology, but is an important element of the learning process in and between all the learning areas. The role of information technology in schools and colleges In primary schools Computer use in primary schools has long epitomized good practice. Because the level of provision is generally lower than in other sectors, the ideal has been to operate a single computer in each classroom. Of necessity then, the computer has been used as a focus for group work, and as a supplement to other teaching resources. It has rarely taken centre-stage, so to speak. However, some larger schools have assembled a critical mass of equipment, making whole-class lessons possible.

There are excellent examples of work in the areas of technology and design, whilst further exciting possibilities in the area of international communications are being explored. One of the key uses of computers in primary schools has been to motivate and re-enforce language skills. Adventure games were given as examples of software which promoted language development, and problem solving skills. Computer use is generally well integrated into the learning programs. However, a typical primary school will have acquired equipment over a considerable period of time.

The fact is, that the rate of development of this equipment has made it unlikely that computers bought a decade ago will run software currently in the market for today's computers. Therefore, teachers in primary schools have a limited choice of applications to use in their classes. They also have an increased burden of training to become familiar with a wide range of equipment. Despite this, it has been reported (CDS, Queensland, 1990) that children using computers: focused on tasks for longer periods found previously boring tasks more interesting were more eager to participate in and contribute to discussions asked more questions improved their use of the conventions of print accepted and even enjoyed making mistakes. They liked to 'see what happens when' they became more independent and more prepared to take risks (these qualities transferred to off-computer activities).

In high schools Computer use in high schools is rising very rapidly. In 1989, Tasmanian high schools had 19 students per computer. By 1992 this ratio had changed to only 9 students per computer, and average computer use in schools had increased by over 200 %. In high schools, computer equipment is generally situated in laboratory style accommodation. Its use is often prioritized to certificated courses in grades 9 and 10, followed by a general awareness short course structure for all other students in the school. In some cases the computer provision extends beyond the control of a computing specialist, and small numbers of machines are made available in the Design, English, Social Science etc.

areas. Access to the equipment for teaching staff is also a consideration. Just as students record increased self-image from the use of word-processors for their work, teachers also prefer to present well-crafted worksheets and assignments. In the UK, a 1994 conference discussed the establishment of 'Teacher Net' to connect all teachers to the Internet.

This illustrates the perception that access to computers for staff, as well as students, needs to be considered. In senior colleges Those colleges which are not utilizing networking internally, are rapidly moving in that direction, to benefit from the rationalization of resources and the communications infrastructure that is growing so fast on a global scale. The needs of vocational courses are rapidly becoming paramount, and equipment provision must be compatible with industry norms in these cases. Strategic considerations Computers in schools too often fail to deliver their full potential. A clear view of their place in the curriculum is necessary. We would also advise schools to have a technology development plan drawn up in the context of state and system needs.

There is a need for a national plan for inter-networking. This has been substantiated by the responses to ASTEC's inquiry into the future of AARNET. Within the context of this paper, the term 'Information Technology' is used in the sense that IFIP (IFIP, 1993) defined it - as informatics technology combined with other technologies, such as video technology and telecommunications technology. School Development paths The development of information technology resources in a school can follow many tracks. There are several main paths to consider, and typical tracks are listed in the table below. We suggest that the ideal direction be led by the curriculum, though in practice schools often find other factors leading the way.

It is probably fair to say that an even progression on all the development paths is best. The main development paths include equipment, curriculum, connections (in-school, beyond the school), software access, software acquisition and management (including professional development). Please see the table of development stages for computers in schools on page 9. IT and the school environment This discussion paper addresses a situation of rapid and continuing change.

Computers used to be the exception in schools just over a decade ago. Now, they are widespread, a regular feature in school and at home. Information Technology in schools cannot be seen purely from a technical point of view. There are curriculum, management, architectural and systemic issues. In the near future computers may radically change the nature of teaching and learning. The first point to make is that new technologies in schools operate in an environment.

The quality of this environment is vital for their effective deployment and successful application to the business of learning. For example, a computer with the most sophisticated software will not be effective without trained teachers to operate it. A great deal of professional development was done amongst teachers in the early 1980 's in recognition of this. However, the advances in technology since then have been just as significant, but professional development in the area has tapered off. Recognizing that the environment is important, ...


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