Guest editorial: Why has the computer failed in schools and universities?

Bork, Alfred

doi:10.1007/bf02214051

Cited by 15 publications

(13 citation statements)

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“…However, from an educational standpoint, video, whether based on analogue tapes, computer, satellite or network transmission, has achieved little until now. Recent work documents such a pessimistic conclusion [16,17) and points to various solutions, most of which are in accord with our own analysis:…”

Section: Tm /4: Video Segmentation Toolsupporting

confidence: 65%

The ARIADNE Project (Part 2): Knowledge Pools for Computer-based and Telematics-supported Classical, Open and Distance Education

Forte¹,

Wentland²,

Duval³

1997

European Journal of Engineering Education

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Section: Tm /4: Video Segmentation Toolsupporting

confidence: 65%

The ARIADNE Project (Part 2): Knowledge Pools for Computer-based and Telematics-supported Classical, Open and Distance Education

Forte¹,

Wentland²,

Duval³

1997

European Journal of Engineering Education

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“…It seems to be true, therefore, that teachers, in Indonesia, are encouraged to improve competencies in line with the development of technology and national policies. However, there have been situations in which technology does not efficiently contribute to students' learning caused by problems of implementing technology that puts little focus on the learning process and students' real needs (Bork, 1995), by teachers' doubts , lack of skills (Torat, 2000), creativity and innovations in using the technology (Cobo, 2011), as well as technical problems with the technology itself (Wichadee, 2014). Furthermore, Jati (2015) notes an argumentation about E-learning.…”

Section: Introductionmentioning

confidence: 99%

Project Based Activities in a Call Classroom: Efl Students’ Experiences

Mali

Timotius

2018

IJE

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This study investigates students’ perspectives and measured their attitude, confidence, and anxiety when interacting with omputer Assisted Language Learning (CALL) through project-based instructions. Thirty students from a CALL course participated in this study by responding to a questionnaire and writing a reflective note about their experiences in the course. The qualitative research findings indicate that the majority of the students possess a ositive attitude, confidence and anxiety levels towards the use of technology in their course even though the statistical analysis indicated that there were no significant differences of the students’ attitudes, confidence, and anxiety levels before and after taking the CALL course. Considering the findings, the researchers suggest hat the technology-based projects discussed in the present study can become viable learning activities to prepare pre-service EFL teachers to deal with the effort and initiative by the Ministry of Education in some countries to encourage local teachers integrating the best and wisest use of technology into lessons. Pedagogical implications for teaching and learning CALL as well as direction for further research are discussed in the study.

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“…Integration among software modules, and between software and curriculum is crucial for the wide-scale adoption of technology in schools (Bork, 1995;Goldman, Knudsen, and Muniz, 1995). Dynamic linking across simulations, tables, graphs, and other representations of data has proven to be an important feature in many educational technology designs (Kaput, 1992;Kozma, Russell, Jones, Marx and Davis, 1996).…”

Section: Goalsmentioning

confidence: 99%

“…Consequently educational software succeeds in small scale design experiments but fails in large scale systemic reform (Roschelle and Kaput, 1996a). Indeed, examination of recently produced curriculum materials reveals that technology remains at the margins of most innovations and reform (Bork, 1995).…”

Section: Introductionmentioning

confidence: 99%

Scaleable Integration of Educational Software: Exploring The Promise of Component Architectures

Roschelle

Kaput

Stroup

et al. 1998

JIME

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Abstract:Technology-rich learning environments can accelerate and enhance core curriculum reform in science and mathematics by enabling more diverse students to learn more complex concepts with deeper understanding at a younger age. Unfortunately, today's technology research and development efforts result not in an richly integrated environment, but rather with a fragmentary collection of incompatible software application islands. In this article we ask: how can the best innovations in technology-rich learning integrate and scale up to the level of major curricular reforms? A potential solution is component software architecture, which provides open standards that enable plug and play composition of software tools produced by many different projects and vendors. We describe an exploratory effort in which four research groups produced software components for the mathematics of motion. The resulting prototypes support (a) integration of the separately produced tools into the same windows, files, and interfaces, (b) dynamic linking across multiple representations and (c) drag and drop activity authoring without programming. We also summarize an extended Internet discussion which raised critical issues regarding the future of component software architecture in education, and speculate on the future need for components for devices other than the desktop computer and for virtual communities that coordinate design teams.

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Guest editorial: Why has the computer failed in schools and universities?

Cited by 15 publications

References 0 publications

The ARIADNE Project (Part 2): Knowledge Pools for Computer-based and Telematics-supported Classical, Open and Distance Education

The ARIADNE Project (Part 2): Knowledge Pools for Computer-based and Telematics-supported Classical, Open and Distance Education

Project Based Activities in a Call Classroom: Efl Students’ Experiences

Scaleable Integration of Educational Software: Exploring The Promise of Component Architectures

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