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Example research essay topic: Implementing Computer Technology In Education Australia - 1,383 words

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... club deliveries are already being experimented with. Courses can now be run without cost disadvantage from any part of the globe. It is to be anticipated that competition to provide basic or core content courses will rapidly increase the quality of interactive versions, and that specialization will result.

Recent investment in multi-media educational systems has followed convincing evidence that they are effective. Diana Laurillard (1994) has provided a framework for analyzing educational media. This suggests that an interactive multi-media system has the potential to provide a learning experience similar to that provided by a teacher. The philosophy of schools is moving towards allowing students to determine for themselves what, when and how they are going to learn. This kind of technology can enable much more student centered learning, where individualized instruction becomes the norm.

When adopted in schools, there is the potential for IT to make conventional time-tabling and room allocation redundant. Similar radical changes are taking place in commerce and industry, where business process re-engineering is enabled by the potential of IT, and sometimes driven by it. This personalized instruction can lead to the personalized curriculum. Curriculum changes IT can not only change the nature of conventional educational organizations, but it can also change the content of the curriculum. In Special Education, it has been apparent for some years that computers have enabled students to participate in a much broader curriculum than would otherwise be considered. Just as students with communication impairments can use personal assistive communication devices to broaden their educational horizons, all students have the potential to tap into a wider variety of educational opportunities.

Document servers and other aspects of the World-Wide Web can soon be expected to be of strategic importance within the open learning and remote / home schooling arenas. The establishment of a State Service internet host within Tasmania is illustrative of the key role this will play in the coming months. We suggest that schools be aware of the nature of copyright, and the host of ethical and security issues that will face them when they connect into these remote access services. Do they wish to place learning guides into the public domain, or should they be protected from remote anonymous logons?

Conclusion There is an urgent need for Australian schools to integrate their use of Information Technology into a coherent framework, at the school, system, state and national levels. Although an essential emphasis has recently been placed upon the core curriculum, it is vital that radical change in its delivery be addressed. In fact, the delivery options that technology is now offering might well change the conception of what should be in the curriculum. If the possibility of radical change is accepted, then this needs to be turned into a positive force for the country. It should not become part of crisis management, but must be discussed and explored by the people involved. The educational practitioners and planners need to anticipate and collaborate with students and parents.

The next decade is likely to be a time of great change in education. How we handle and manage that change will be the story we will leave for future generations. A century or more ago, industrial strength and material technology changed unsuspecting lives as knowledge of them traveled around the world. By the year 2000, the ideas of change will be on fiber-optic cables in seconds.

Adaptable as people are, we need to make sure that we plan and control the changes, rather than feeling they control us. This discussion paper was prepared (Oct 94 -Apr 95) in consultation with the state and territory computer education groups that make up the ACCE, and with reference to the computer industry and tertiary education by Andrew E. Fluck of Claremont College, Tasmania. His email address is: . Further copies of the paper can be obtained from the World-Wide-Web on: web References Curriculum Corporation Technology - a curriculum profile for Australian schools 1994 Curriculum Development Services, Dept of Education, Queensland Curious about Computers? - Electronic Learning Centres in Action # 6 - Infants ELC April 1990. Department of Education and the Arts, Tasmania Framework for Curriculum Provision, K- 12, 1993 Department of Education and Science Information Technology from 5 to 16, HMSO 1989 Fluck, Andrew E.

SENTIS revisited poster, APITITE conference, Brisbane, 1994 Has, John C. , Kinnear, Adrianne, (eds) Computers in the Primary School MASTEC 1990 IFIP WG TC- 3 Guide-lines for Good Practice - integration of information technology into secondary education, 1993 Laurillard, Diana Multimedia and the changing experience of the learner APITITE 94 proceedings, ed Michael Ryan, ISBN 0 646 186521 3, 1994. National Curriculum Council Technology - non-statutory Guidance for Information Technology Capability, 1990 National Computer Board, Singapore A Vision of an Intelligent Island - The IT 2000 Report, March 1992 Pryce-Davies Teaching, Learning and Technology in Special Needs Classrooms - a national information statement Commonwealth Schools Commission 1987. Sherwood, Cathie & Buchanan, Phil Changing classrooms - a national perspective Australian Educational Computing Vol 8 July 1993. ABOUT THE ACS: The Australian Computer Society is the professional association in Australia for those in the computing and information technology fields. Established in 1966, the ACS has over 15, 000 members and on a per capita basis is one of the largest computer societies in the world. Activities are announced in the Usenet newsgroup "aus.

org. acs." Information is available via e-mail from or Gopher at URL: gopher: //acs-gopher. mit. csu.

edu. au: 1605 / 11 /acs courtesy of Charles Sturt University or on the World-Wide-Web using URL: web Development stages for computers in schools IT Equipment Stage 1. No computers in the school at all Stage 2. One computer in each classroom and one available for staff use. Stage 3. Establishment of a computing facility suitable for a whole class.

Staff develop resource materials using computers. Stage 4. All students and staff have access to computing resources which suit their needs. IT in the Curriculum Stage 1. The school implements an I. T.

awareness program (including keyboarding skills) for students. Stage 2. Specialist I. T. courses are added to the curriculum.

Stage 3. Available I. T. resources are integrated, and planned across the curriculum.

Stage 4. The school curriculum is widened through the use of Information Technology and delivery becomes more student centered. Networking Stage 1 No connections between the computers used in a school. Stage 2. Some of the school computers inter-connected, for printer sharing.

Stage 3. Virtually all the school's computers interconnected, with general sharing of resources such as file servers and printers. Stage 4. School networking uses wireless connections for workstations.

Connections from outside the school are available. External electronic communications Stage 1. No external electronic communications Stage 2. A single workstation can connect to an external electronic communications service using a dial-up modem.

Stage 3. The school network is connected to an external electronic communications service for daily electronic mail. Stage 4. The school network is connected to the Internet for full service (Email, telnet, world-wide web etc. ) Accessing software Stage 1. All software is maintained by individual teachers, and used from removable media such as floppy disk.

Stage 2. Software for the school is kept in a central collection and distributed on removable media, including CD-ROM. Stage 3. Software is available through an integrated menu system on a network fileserver. Stage 4. Software is made available to any workstation from school, local and global repositories.

Software Acquisition Stage 1. Software is largely ordered by the Principal or heads of department. Stage 2. Software is ordered by individual teachers. Stage 3. Software is ordered through an IT coordinator or computer management group.

Stage 4. Software is collated against curriculum requirements on a whole school basis. IT management in schools Stage 1. The school is required to implement an IT awareness scheme by systemic or competitive pressures.

Stage 2. The school identifies an individual or group to co-ordinate Information Technology across the curriculum. Stage 3. A development plan is drawn up and monitored by a management group involving the local community. Teachers in the school are offered training to suit their personal needs relating to IT. Stage 4.

The school IT plan is informed by and fits into a systemic plan, which incorporates a sensitivity for the social impact of technology.


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