Microprocessor Assisted Learning: Turning the Clock Back?

• J.A.M. Howe ^[1] ; B. du Boulay
  1. [1] University of Edinburgh

     University of Edinburgh

     Reino Unido

     
• Localización: Innovations in education and teaching international, ISSN 1470-3297, Vol. 16, Nº 3, 1979, págs. 240-246
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • Existing experience with large computers provides a guide to the future effects of microprocessors in schools. In many subjects, programs have already been implemented that embody a variety of educational roles, in addition to those of computer studies and programming. These include drill and practice, tutorial, applications, simulation and modelling.

    We survey experience of these program roles and assess their educational utility. Programs which attempt to be surrogate teachers are unlikely to be usefully transferred to microprocessors, either because of their restricted educational objectives (e.g. drill and practice programs) or because of hardware limitations of the machines (e.g. intelligent tutorial programs). But applications and simulation programs will be more useful if employed appropriately by the teacher. Teaching pupils to program so that they can build computational models of processes in, say, mathematics also looks promising, though further research is needed to develop suitable languages and curricula.