By R. Murray Thomas, Victor N. Kobayashi
This quantity analyzes the stipulations that advertise the production and improvement of academic know-how in complicated business international locations and the next move of that know-how to constructing nations. 4 applied sciences: print media, television/radio, pcs and working platforms are tested within the context of either industrialized and constructing international locations. the issues that the constructing international locations face whilst adopting new applied sciences for his or her academic wishes, political and financial stipulations and cultural features are mentioned.
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Additional resources for Educational Technology–Its Creation, Development and Cross-Cultural Transfer
22, pp. 747-955. Lu, Cary (1985) The Apple Macintosh Book. Bellevue, Washington: Microsoft (2nd E d . ) Shute, Valerie (1985) Artificial intelligence. In Torsten Husen & T. Neville Postlethwaite. International Encyclopedia of Education. Oxford: Pergamon, Vol. 1, pp. 333-340. CHAPTER 2 The Creation and Development of Educational Computer Technology D E N N I S O. H A R P E R In advanced industrialized nations, the amount of research and publication related to computers in education during the past five years has been staggering.
Phrases such as "curricular change" (Wheatley, 1980) and "computer cultures" (Papert, 1981) suggest the difference in the magnitude of the change involved. It is "a qualitatively new kind of relationship" not a culture itself, of course, but a process which will "advance different cultural and philosophical outlooks" (Papert, 1981: 88). Although these benefits exist, it may well take years to alter preservice and inservice education to implement the necessary changes. There still are relatively few locations where training is available to practicing teachers or to those students studying to obtain teaching credentials.
They are not only out of step with the present, they are not anticipating the future. . Computers have triggered educators' awareness. Now thoughtful, well-developed proactive strategies are necessary so education can productively and meaningfully enter the twenty-first century. The question of what is appropriate and what is not appropriate when using computers in education is fundamental to the eventual success or failure of this technology. , the author of the National Educational Software Act of 1984, stated that, "the potential for computers to improve education is enormous—more Creation and Development of Educational Computer Technology 41 dramatic than any invention since writing.