1. CDROMs as a Learning Resource.
2. Microsoft PowerPoint.®
3. Digital Cameras.
5. Speech Recognition.
Information Technology, (IT ) is now a widely used tool in education,
business and leisure. This project describes some of the facilities
listed above which are used with varying degrees of success in
education. As a tool of teaching, they have values which are
discussed, but their widespread application in commerce and leisure
makes having experience of them a requisite part of wider education.
However, they can easily be construed as the way the learn, or as the
only tool needed. With the exception of very mature and able people
this is a fallacy, as one has to be very dedicated to learning and
have developed considerable discipline to attain success by this
method alone. Even the Open University which uses mainly distance and
more recently online learning realises that periodic face to face
meetings with tutors and other students is essential to get the best
understanding out of any teaching program.
It is interesting that the new ECDL (European Computer Driving
Licence) which is likely to become the standard broader qualification
for basic IT in the future, has been devised so it can be studied and
tested by distance learning from CDROM. Time will tell how many people
can do this right through with minimal tutor or lesson contact.
Currently both class, and distance learning with tutor support are
being tried by different local colleges. It seems likely to be
attractive as a qualification for people who have perhaps have had
training in some of the 7 component sections, but wish to round out
their basic knowledge somewhat. Such people will have quite a lot of
computer literacy from the modules they already know and it will be
interesting to see how much additional support they really need.
1. CDROMS as a Learning Resource.
One useful way of using a computer in education is using subject
specialist CDROMS. These have been available for some time now, but
vary in their quality of material and actual likely learning outcome.
The usual idea is that the student should work through a program at
their own speed learning and giving answers, usually to multiple
choice questions. The program might be one long on-going one, but is
more usually broken into sections of increasing complexity, which can
be used in any order for the topic required. If the student tries to
go too far into the work before understanding the earlier chapters
properly, then they will find it too difficult. Most programs have
tests at the end of each section to self-assess progress. The best
ones also have optional tests at the beginning of each section to see
if the student already knows the material in...