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<meta content="To dispel the delusion that the computer by itself can educate, the author believes computer professionals need to press for reforms that properly exploit digital technology in the classroom. He feels that the current computer-as-educator delusion is harmful and yet seems to go largely unquestioned, even by computing professionals. Despite the fact that good technical work is being done to develop course-ware, what seems to be missing is a full appreciation of the relationship between technology and education. Literature on the subject suggests that much of the work done by computing professionals is isolated from what generally goes on in schools. The computing profession's focus seems to be on how to find smart ways to use computers in the classroom, not on how to solve the really important problems deplored in the educational literature. The author claims that if the profession was doing all its educational computing work in close partnership with professional educators, more computing professionals would be pressing for the reforms needed to exploit digital technology properly. The primary responsibility for what happens in schools must remain with the professional educators. But educators need the support of the computing profession to ensure that they are fully and properly trained and supported in their use of computers." name="eprints.abstract" />
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<meta content="[1] L. Cuban, "Computers Meet Classroom: Classroom Wins," Teachers College Record, Vol. 95, No. 2, Winter 1993, pp. 185-210.
[2] The Computer in American Education, D.D. Bushnell and D.W. Allen, eds., John Wiley&Sons, New York, 1967.
[3] J. Wilson, "Education Versus Society," Oxford Rev. Education, Vol. 23, No. 3, 1997, pp. 333-343.
[4] A.H. Halsey and M. Young, "The Family and Social Justice," in Education: Culture, Economy, and Society, A.H. Halsey et al., eds., Oxford University Press, Oxford, 1997.
[5] R. Kraut et al., "Internet Paradox: A Social Technology that Reduces Social Involvement and Psychological Well-Being," Am. Psychologist, Sept. 1998, pp. 1,017-1,031.
[6] Australia's Young Adults: The Deepening Divide, The Dusseldorp Skills Forum, Sydney, Australia, 1999 (http://www.dsf.org.au/features/olyr99; a 1998 report is at /yr98).
[7] S. Aronowitz and W. DiFazio, The Jobless Future: Sci-Tech and the Dogma of Work, U. of Minn. Press, Minneapolis, 1994.
[8] L. Ling and P. Ling, "The Virtual University: To Be and Not to Be," Melbourne Studies in Education, Vol. 39, No. 1, May 1998, pp. 27-42.
[9] W.M. Grossman, "On-Line U.," Scientific American, July 1999, p. 41.
[10] L. Elliott, "A Lesson the Whole World Must Learn," Guardian Weekly, Vol. 160, No. 13, Mar.28, 1999, p. 21 (a review of "Education Now: Break the Cycle of Poverty," Oxfam Int'l;http:/www.oxfam.org).
[11] S. Benson, "Village People? The Net Generation," IEEE Comm., Jan. 1998, pp. 32-35.
Additional References
[1] A. Luke, "When Basic Skills and Information Processing Just Aren't Enough: Rethinking Reading in New Times," Teachers College Record, Fall 1995, pp. 95-115." name="eprints.referencetext" />
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<h1 class="ep_tm_pagetitle">The Myth of the Educational Computer</h1>
<p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Holmes, Neville</span> (1999) <xhtml:em>The Myth of the Educational Computer.</xhtml:em> Computer, 32 (9). pp. 36-42. ISSN 0018-9162</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a onmouseover="EPJS_ShowPreview( event, 'doc_preview_2478' );" href="http://eprints.utas.edu.au/2002/1/Cm99St.pdf" onmouseout="EPJS_HidePreview( event, 'doc_preview_2478' );"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" class="ep_doc_icon" border="0" /></a><div class="ep_preview" id="doc_preview_2478"><table><tr><td><img alt="" src="http://eprints.utas.edu.au/2002/thumbnails/1/preview.png" class="ep_preview_image" border="0" /><div class="ep_preview_title">Preview</div></td></tr></table></div></td><td valign="top"><a href="http://eprints.utas.edu.au/2002/1/Cm99St.pdf"><span class="ep_document_citation">PDF</span></a> - Requires a PDF viewer<br />535Kb</td></tr></table><p style="margin-bottom: 1em" class="not_ep_block">Official URL: <a href="http://dx.doi.org/10.1109/2.789749">http://dx.doi.org/10.1109/2.789749</a></p><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">To dispel the delusion that the computer by itself can educate, the author believes computer professionals need to press for reforms that properly exploit digital technology in the classroom. He feels that the current computer-as-educator delusion is harmful and yet seems to go largely unquestioned, even by computing professionals. Despite the fact that good technical work is being done to develop course-ware, what seems to be missing is a full appreciation of the relationship between technology and education. Literature on the subject suggests that much of the work done by computing professionals is isolated from what generally goes on in schools. The computing profession's focus seems to be on how to find smart ways to use computers in the classroom, not on how to solve the really important problems deplored in the educational literature. The author claims that if the profession was doing all its educational computing work in close partnership with professional educators, more computing professionals would be pressing for the reforms needed to exploit digital technology properly. The primary responsibility for what happens in schools must remain with the professional educators. But educators need the support of the computing profession to ensure that they are fully and properly trained and supported in their use of computers.</p></div><table style="margin-bottom: 1em" cellpadding="3" class="not_ep_block" border="0"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Article</td></tr><tr><th valign="top" class="ep_row">Additional Information:</th><td valign="top" class="ep_row">This essay has been more formally published as Essay 3.1 of the author's book "Computers and People" (Wiley, 2006). This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. In most cases, these works may not be reposted without the explicit permission of the copyright holder.
Copyright 2001 IEEE. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from the IEEE.</td></tr><tr><th valign="top" class="ep_row">Keywords:</th><td valign="top" class="ep_row">educational computing, drill and practice, simulation, academic gaming, teaching responsibility</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/380106.html">380000 Behavioural and Cognitive Sciences > 380100 Psychology > 380106 Developmental Psychology and Ageing</a><br /><a href="http://eprints.utas.edu.au/view/subjects/330107.html">330000 Education > 330100 Education Studies > 330107 Educational Technology and Media</a><br /><a href="http://eprints.utas.edu.au/view/subjects/330102.html">330000 Education > 330100 Education Studies > 330102 History and Philosophy of Education</a></td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">2002</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">Mr Neville Holmes</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">26 Sep 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">09 Jan 2008 02:30</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=2002;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&eprintid=2002">item control page</a></p>
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