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图书馆 | 资料类型 | 排架号 | 子计数 | 书架位置 | 状态 | 图书预约 |
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正在检索... Central | Book | 372.133 ARMSTRONG | 1 | Stacks | 正在检索... 未知 | 正在检索... 不可借阅 |
正在检索... Science | Book | 371.334 AR57C, 2000 | 1 | Stacks | 正在检索... 未知 | 正在检索... 不可借阅 |
正在检索... Science | Book | LB1028.43 .A76 2000 | 1 | Stacks | 正在检索... 未知 | 正在检索... 不可借阅 |
正在检索... Science | Book | 372.1334 A735C | 1 | Stacks | 正在检索... 未知 | 正在检索... 不可借阅 |
正在检索... Science | Paperback | GCMAIN 372.133 AR735C | 1 | Stacks | 正在检索... 未知 | 正在检索... 不可借阅 |
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摘要
摘要
Argues that the rush to use computers in schools has led to one of the most expensive and least helpful revolutions in the history of education.
评论 (2)
《书目》(Booklist)书评
Armstrong and Casement thoughtfully consider the use of computers to teach children. They explore theories of how children learn and their application to the hottest trend in education, computer literacy. The pressures of accountability and burgeoning technology drive the interest in computerizing schools, but Armstrong and Casement see computers as being in danger of becoming, like TV, a threat to educational development. They cite research critical of computer learning, which maintains that computers deprive children of sensory experience and may actually hurt academic performance. They note that most studies on how computers affect learning are inconclusive. The amount of benefit that students derive from computers depends on their state of developmental readiness and the adequacy of their teachers' training. Armstrong and Casement examine integrated learning systems, schools with heavy reliance on computer learning, and software packages for children as young as eight months, but their bottom line is that money spent on computers would be better spent on more teachers to reduce the student-teacher ratio. (Reviewed May 15, 2000)0876592108Vanessa Bush
《图书馆杂志》(Library Journal )书评
Should the schools put their resources into books and teachers or into technology? Repeatedly, the recommendations from Toronto-based magazine writer Armstrong and freelance writer-editor Casement advocate teachers and real-life experiences for elementary school children. Drawing from dozens of school visits, studies, and interviews with experts, the authors show that the movement to computerize schools causes more harm than good. While echoing the themes of educator/researcher Jane Healy's Failure To Connect (LJ 8/98) and computer guru Clifford Stoll's High Tech Heretic (LJ 10/15/99), this book takes a parental stance and hence comes across as less authoritative. Healy's work is preferred as more substantial than this title, which was previously published in Canada in 1998.Laverna Saunders, Salem State Coll. Lib., MA (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.