ERIC Number: ED297690
Record Type: RIE
Publication Date: 1985
Reference Count: N/A
Learning from the Technology or Learning with It: Being a Brief History of, and Inquiry into, the Presence of Computers on Campuses.
Simon, John J., Ed.
Information Technology Quarterly, p8-29 Sum-Fall 1985
This article provides a historical survey of computing in academe from scientific- and engineering-oriented batch computing through contemporary student use of personal computers in a wide range of disciplines. The transition from batch-style, through timesharing, to distributed computing using stand-alone microcomputers in conjunction with institutional networks is illustrated, as is the multi-faceted personality of the personal computer. Considerations accompanying the shift from timesharing to personal computing as the principal mode of computing are discussed, with emphasis on such issues as the financial burden encumbered by students, computer literacy, and software acquisition and dissemination. A sampling of institutional strategies for providing computing are related and the distinctive computing environments at several major institutions are explored in terms of physical, logistical, and pedagogical considerations. The trend toward corporate-institutional partnerships is accorded particular attention. The article concludes by recording thoughts on the pedagogical value of the personal computer from several sectors, including faculty, administration, and the computer industry, and attempting to establish a perspective for viewing the personal computer in the context of the total academic environment. (Author/THC)
Descriptors: Computer Assisted Instruction, Computer Literacy, Computer Science, Computers, Educational Trends, Higher Education, History, Institutional Cooperation, Microcomputers, Online Systems, Position Papers, Program Descriptions, Technological Advancement, Time Sharing
Harvard University Office for Information Technology, 1730 Cambridge Street, Cambridge, MA 02138 ($3.00).
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A