ERIC Number: ED249926
Record Type: RIE
Publication Date: 1982-Nov-12
Reference Count: 0
The Flexible Use of Computers in Classrooms. Technical Report No. 6.
With increasing attention being given to the importance of microcomputers in the schools, there is concern about how new teachers can best be prepared to use the new technology effectively. This paper presents a perspective on teacher training based on three categories in which computers may be used in the classroom: to provide unique learning experiences that take advantage of special features of the technology; to provide information about, and practice with, the technology itself; and to influence social aspects of classroom life. The paper briefly describes three different types of software which have been developed to address the issues above: a word processor to influence children's writing skills; three pieces of software for teaching science and math concepts to fourth through sixth graders; and a LOGO software program to teach children to collaborate while learning programming skills. It is concluded that during teacher preservice education, students should be made aware of the options available for using the computer as a tool in their curricula, and how to make critical choices for integrating it with their teaching goals. (Author/THC)
Descriptors: Classroom Research, Computer Assisted Instruction, Computer Literacy, Computer Oriented Programs, Computer Software, Educational Assessment, Elementary Secondary Education, Higher Education, Mathematics Instruction, Microcomputers, Programing, Science Instruction, Student Participation, Teacher Education, Writing Instruction
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Bank Street Coll. of Education, New York, NY. Center for Children and Technology.
Identifiers: LOGO Programing Language
Note: Paper presented at the Microcomputer Conference of New York University School of Education, Health, Nursing and Arts Professions. Center for Educational Research, Field and Administrative Services (New York, NY, November 12, 1982).