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In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.
This book is a collection of refereed invited papers on the history of computing in education from the 1970s to the mid-1990s presenting a social history of the introduction and early use of computers in schools. The 30 papers deal with the introduction of computer in schools in many countries around the world: Norway, South Africa, UK, Canada, Australia, USA, Finland, Chile, The Netherlands, New Zealand, Spain, Ireland, Israel and Poland. The authors are not professional historians but rather people who as teachers, students or researchers were involved in this history and they narrate their experiences from a personal perspective offering fascinating stories.
How have schools been affected by the introduction of computer technology, and has it changed the school life and experience of students? This book uses research from both large and small secondary schools, including those specializing in technology and those with higher numbers of pupils with special needs, to look at the results of all the political initiatives and investment in ICT. The authors found that the ambitious expectations fell short of reality. Their research into the reasons for this shortfall can help teachers understand and develop ways to make the best use of computers in their schools. It is equally informative for educational researchers and policy-makers.
Personalized Learning: A Guide for Engaging Students with Technology is designed to help educators make sense of the shifting landscape in modern education. While changes may pose significant challenges, they also offer countless opportunities to engage students in meaningful ways to improve their learning outcomes. Personalized learning is the key to engaging students, as teachers are leading the way toward making learning as relevant, rigorous, and meaningful inside school as outside and what kids do outside school: connecting and sharing online, and engaging in virtual communities of their own Renowned author of the Heck: Where the Bad Kids Go series, Dale Basye, and award winning educator Peggy Grant, provide a go-to tool available to every teacher today—technology as a way to ‘personalize’ the education experience for every student, enabling students to learn at their various paces and in the way most appropriate to their learning styles.
How ed tech was born: Twentieth-century teaching machines--from Sidney Pressey's mechanized test-giver to B. F. Skinner's behaviorist bell-ringing box. Contrary to popular belief, ed tech did not begin with videos on the internet. The idea of technology that would allow students to "go at their own pace" did not originate in Silicon Valley. In Teaching Machines, education writer Audrey Watters offers a lively history of predigital educational technology, from Sidney Pressey's mechanized positive-reinforcement provider to B. F. Skinner's behaviorist bell-ringing box. Watters shows that these machines and the pedagogy that accompanied them sprang from ideas--bite-sized content, individualized instruction--that had legs and were later picked up by textbook publishers and early advocates for computerized learning. Watters pays particular attention to the role of the media--newspapers, magazines, television, and film--in shaping people's perceptions of teaching machines as well as the psychological theories underpinning them. She considers these machines in the context of education reform, the political reverberations of Sputnik, and the rise of the testing and textbook industries. She chronicles Skinner's attempts to bring his teaching machines to market, culminating in the famous behaviorist's efforts to launch Didak 101, the "pre-verbal" machine that taught spelling. (Alternate names proposed by Skinner include "Autodidak," "Instructomat," and "Autostructor.") Telling these somewhat cautionary tales, Watters challenges what she calls "the teleology of ed tech"--the idea that not only is computerized education inevitable, but technological progress is the sole driver of events.
In this comprehensive, practical, and unsettling look at computers in children's lives, Jane M. Healy, Ph.D., questions whether computers are really helping or harming children's development. Once a bedazzled enthusiast of educational computing but now a troubled skeptic, Dr. Healy examines the advantages and drawbacks of computer use for kids at home and school, exploring its effects on children's health, creativity, brain development, and social and emotional growth. Today, the Federal Government allocates scarce educational funding to wire every classroom to the Internet, software companies churn out "educational" computer programs even for preschoolers, and school administrators cut funding and space for books, the arts, and physical education to make room for new computer hardware. It is past the time to address these issues. Many parents and even some educators have been sold on the idea that computer literacy is as important as reading and math. Those who haven't hopped on the techno bandwagon are left wondering whether they are shortchanging their children's education or their students' futures. Few people stop to consider that computers, used incorrectly, may do far more harm than good. New technologies can be valuable educational tools when used in age-appropriate ways by properly trained teachers. But too often schools budget insufficiently for teacher training and technical support. Likewise, studies suggest that few parents know how to properly assist children's computer learning; much computer time at home may be wasted time, drawing children away from other developmentally important activities such as reading, hobbies, or creative play. Moreover, Dr. Healy finds that much so-called learning software is more "edutainment" than educational, teaching students more about impulsively pointing and clicking for some trivial goal than about how to think, to communicate, to imagine, or to solve problems. Some software, used without careful supervision, may also have the potential to interrupt a child's internal motivation to learn. Failure to Connect is the first book to link children's technology use to important new findings about stages of child development and brain maturation, which are clearly explained throughout. It illustrates, through dozens of concrete examples and guidelines, how computers can be used successfully with children of different age groups as supplements to classroom curricula, as research tools, or in family projects. Dr. Healy issues strong warnings, however, against too early computer use, recommending little or no exposure before age seven, when the brain is primed to take on more abstract challenges. She also lists resources for reliable reviews of child-oriented software, suggests questions parents should ask when their children are using computers in school, and discusses when and how to manage computer use at home. Finally, she offers a thoughtful look at the question of which skills today's children will really need for success in a technological future -- and how they may best acquire them. Based on years of research into learning and hundreds of hours of interviews and observations with school administrators, teachers, parents, and students, Failure to Connect is a timely and eye-opening examination of the central questions we must confront as technology increasingly influences the way we educate our children.
"What we all hope for our children's education is undiminished curiosity and creativeness, and solid practical preparation for adult work. Today, there's no doubt that easy access to computers is vital for students. Bob Johnstone has brilliantly and passionately told the story of the worldwide struggle to make today's equivalent of the pencil accessible to all students." -Victor K. McElheny, author of "Watson and DNA" If every kid had a laptop computer, what would difference would it make to their learning? And to their prospects? Today, these are questions that all parents, teachers, school administrators, and politicians must ask themselves. Bob Johnstone provides a definitive answer to the conundrum of computers in the classroom. His conclusion: we owe it to our kids to educate them in the medium of their time. In this book he tells the extraordinary story of the world's first laptop school. How daring educators at an independent girls' school in Melbourne, Australia, empowered their students by making laptops mandatory. And how they solved all the obstacles to laptop learning, including teacher training. Their example spread to thousands of other schools worldwide. Especially in America, where it inspired the largest educational technology initiative in US history-the State of Maine issuing laptops to every seventh-grader in its public school system. This lively, intriguing, anecdote-rich account is based on hundreds of interviews. In it, you'll meet the visionary leaders, inspirational principals, heroic teachers, and their endlessly-surprising students who showed what computers in the classroom are really for.
Computers and Classroom Culture, first published in 1996, explores the meaning of computer technology for our schools.