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... experiment with variations within these models. Some packages enable the student to place information in the computer, which is logically linked and which relates to a specific knowledge domain. Such packages can include databases, expert systems and statistical analysis packages.
Expert systems, through the computers' function of rigorous logic, can provide advice about a knowledge domain. Multi-media presentations can be constructed by students. These often require good planning skills, and anticipating the effect upon an audience of a presentation. In combining graphics, photographs, sounds and texts, students learn to anticipate the likely pathways through a topic, and also learn about the subject themselves. Multi-media constructions can subsequently be used by other students to explore the topic. In the Exploration & Control mode, students might create applications which will subsequently be used in any of the other modes.
This aspect of computer use is covered to some degree in the Information and Systems strands of the Technology area. However, in the latter, the emphasis is upon the use of data as a resource. In considering modes of computer use, the emphasis is upon the subject matter or topic encapsulated within the scenario or simulation. Also, the Technology area gives students the important chance to examine the social effects of technology. This is also separate from the use of technology to learn within ANY of the eight areas.
The Tutorial mode In the tutorial mode, the student will expect to learn new knowledge or skills. This mode is characterized by the information system presenting information at an appropriate level and pace for the student. In will also give students opportunities to develop at their own pace, and to receive feedback upon their progress. The tutorial mode is currently seen as being technically possible in core areas such as Mathematics, Literacy and Science. These areas are seen as ones in which a judgment based upon the testing of objective principles is possible, rather than subjective areas such as Art or English. In Queensland, a certain amount of effort is being put into professional development for teachers using the tutorial mode, and multi-media workstations are being put into most teacher's centers.
It is important to include the possibility of using the tutorial mode for assessment only. Although this is not wholly desirable as an isolated aspect, it is an early stage of development of this mode. The Resource mode In the Resource mode, the computer is used to access information and other resources. When situated in the school library, this is often the way in which information technology plays a useful role. Several examples can illustrate the resource mode: using PC-Globe to investigate relative population densities by country and latitude. using a computer based library catalogue (OPAC) accessing the World Wide Web using an interface such as Internet Explorer, Netscape Navigator or Mosaic participating in a Newsday, where the computer provides continuously updated information.
When using the computer in Resource mode, students are developing questioning skills. They are solving problems by stating them and re-shaping them to fit different resource frameworks. The Link mode The link mode is typified by the computer being used for communication between individuals. This represents an important role for computers in life for the coming century. In utilizing digital communications, we see a personal involvement and a picture of relationships, missing from the other modes.
Examples include the use of electronic mail for the low-cost exchange of textual messages, to desktop video conferencing for visual personal communication. This mode comes to the fore in projects such as the Classroom without Walls, or the Global Schoolhouse. Computer-mediated communication can enhance students' motivation to use the technology, and broaden their sense of cultural identity as well as give them a global context for their thinking. In the link mode, time-displacement and position independence are possible.
Because of the structure of digitized communications, cost is unrelated to distance. This makes class dialogues between Western Australia and Canada for example, both relevant and easy. There are other features of the link mode that are worth exploring. Heather Govier in the UK found that the screen formed a 'safe haven for the gaze' in an examination of disturbed children.
In the same way, young adolescents can often send important personal messages about themselves and others through this medium. Although the messages can travel instantaneously, they can contain nuances and feelings that individuals might find difficult to vocalize or place in a more public forum. Structural considerations When considering their computer development plans, we suggest schools be driven by curriculum requirements. Once the learning objectives have been determined, the software and hardware requirements can be specified.
If a learning objective does not actually need a QWERTY keyboard, or a monitor screen, then alternative peripheral devices might be suitable. Modern computer systems are able to respond to voice dictation, and most can be equipped for special needs by directing all output to speech synthesizers. Overlay keyboards are valuable for younger learners to interact without having to master dexterity skills demanded by the QWERTY keyboard. Once the curriculum needs have been determined, together with the peripherals and software, schools can write hardware specifications.
Many schools have acquired IT equipment over an extended period, and have a wide variety of equipment. Where hardware purchases are divergent, we suggest consideration be given to technical support requirements, skill levels within the school and ease of software maintenance on the site. Where the platforms needed for productivity tools and curriculum software differ, schools will also have to make purchasing decisions that take into account any prevailing regional or state policies. Community liaison and the school computing environment. A good school will reflect its local community, and be an integrated part of it. One would hope that a school plan for the application of information technology will reflect this, and also its development plans for the future.
Therefore we recommend that Computer Management Groups, School Councils and related community groups have a part to play in establishing the related policies. The policies can extend to the operating environment within the school. Students who prepare work at home should be able to pass this into their data space at school with ease, for instance through an uploading computer in the library. It will be a great benefit to the school if this can transfer files from most formats of disk or computer and put student home-work into the school's own computer network. Students who have no computer access at home, should not be disadvantaged, and mechanisms can be devised to assist here. Schemes include preferential access out of class time, library loan schemes for laptops, or even negotiated access out of hours.
Leasing and rental schemes have also been used. As part of this link, schools may implement dial-in facilities to make their information resources available to the wider community. This service can support students beyond the physical campus boundaries or normal times of operation. The point to make here, is that schools have traditionally been the repositories for skills and knowledge.
To retain the function of distributing these, they will need to concentrate resources and effort on doing so in the best possible way. It is likely that new schools, colleges or school buildings will incorporate either wiring for individual or wireless networking. Also, the cost, size and weight of computers are dropping to such a degree, that it is now possible for a class set to be easily moved from room to room. Therefore a possible scenario in some schools might be the regular use of individual computer workstations in some lessons.
Not all schools will wish to do this. To provide the best learning opportunities, schools will adopt the best strategies for their individual needs. The layout of rooms dedicated to computers requires special attention. In CADD labs, it is important to ensure that students have enough room to lay out large drawings beside their workstations. In most other situations, there must be enough room for a document holder, and ergonomic furniture is an important health and safety consideration (see AS 3590. 2).
Many teachers have commented on the need to have a layout that enables them to have a view of all workstation screens from the focal point of the classroom. In many instances it is desirable to have a second seating position for every student away from their workstation, to facilitate whole class instruction. This can be done in quite small spaces. Towards student centered learning? Alternative carry...
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Research essay sample on Multi Media Expert Systems
