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Integrating Information Technology into Education

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  • © 1995
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Overview

Editors:
  1. Deryn Watson
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  2. David Tinsley
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Part of the book series: IFIP Advances in Information and Communication Technology (IFIPAICT)

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Table of contents (26 chapters)

  1. Front Matter

    Pages iii-xvii
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  2. Words of Welcome

    • Sra. M. Angeles Gonzalez i Estremad
    Pages 1-2
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  3. New technologies: integration into education

    • Bernard Cornu
    Pages 3-11
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  4. The computer: ally or alien?

    • Charles Duchâteau
    Pages 13-26
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  5. The roles and needs of mathematics teachers using IT

    • Bernard R. Hodgson
    Pages 27-37
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  6. An action research role for teachers

    • Frank Nicassio
    Pages 39-49
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  7. Classroom ethos and the concerns of the teacher

    • John Olson
    Pages 51-58
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  8. Using evidence about teacher development to plan systemic revolution

    • Jim Ridgway, Don Passey
    Pages 59-72
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  9. The reality of learners’ achievements with IT in the classroom

    • David C. Johnson
    Pages 73-83
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  10. A Curriculum for teachers or for learning?

    • Paul Nicholson
    Pages 85-93
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  11. The case of Cabri-géomètre: learning geometry in a computer based environment

    • Colette Laborde, Jean-Marie Laborde
    Pages 95-106
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  12. Moving schema

    • Ichiro Kobayashi
    Pages 107-114
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  13. Developing analytical competency through informatics teaching

    • Walter Oberschelp
    Pages 115-126
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  14. Integration of informatics into education

    • Tom van Weert
    Pages 127-137
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  15. Promoting interdisciplinary and intercultural intentions through the history of informatics

    • Klaus-D. Graf
    Pages 139-150
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  16. Implementation of computers in Malaysian schools: problems and successes

    • Zoraini Wati Abas
    Pages 151-158
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  17. Interpreting internal school factors on the educational integration of IT

    • Jordi Quintana i Albalat, Ferran Ruiz i Tarragó
    Pages 159-167
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  18. Factors affecting the use of computers in the classroom: four case studies

    • Wim Veen
    Pages 169-184
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  19. Integrating IT into teaching — struggling with windmills

    • Lilliam Hurst
    Pages 185-192
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  20. Effects of learners’ characteristics and instructional guidance on computer assisted learning

    • Qi Chen
    Pages 193-202
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Keywords

About this book

Deryn Watson and David Tinsley The topic of the conference, integrating infonnation technology into education, is both broad and multi-facetted. In order to help focus the papers and discussion we identified 7 themes: • Current developments in society and education influencing integration; • Teachers, their roles and concerns; • Learners, their expectations of and behaviour in an integrated environment; • Developments and concerns in the curriculum; • Successes and failures in existing practice; • Organisation and management of integrated environments; • Identification of social and political influences. Each author was invited to focus on one theme, and these remained strands throughout as can be seen from the short papers and focus group reports. The first and most significant concern therefore was to be clear about our notions of integration; what do we mean and how is this relevant? Our keynote paper from Cornu clearly marked out this debate by examining the notion of integration and alerting us to the fact that as long as the use of IT is still added to the curriculum, then integration has not yet begun.

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