By R. Murray Thomas, Victor N. Kobayashi

ISBN-10: 0080349935

ISBN-13: 9780080349930

This quantity analyzes the stipulations that advertise the construction and improvement of academic know-how in complex business international locations and the following move of that know-how to constructing nations. 4 applied sciences: print media, television/radio, pcs and working structures are tested within the context of either industrialized and constructing countries. the issues that the constructing nations face while adopting new applied sciences for his or her academic wishes, political and financial stipulations and cultural features are mentioned.

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The stock market would collapse. And these are only a few of the consequences. In effect, within a period of hardly more than two decades, computers have become indispensable components of the world's advanced-technology cultures. The Structure of Digital Computers So far we have identified high points in the history of electronic computers but have yet to describe the components essential to a computer's operation. This is a task to which we now turn. Computers are of three classes—analogue, digital, and hybrid.

What, then, are some of reasons schools are buying computers in the numbers outlined above? The major explanations would include: (1) advertising efforts by computer hardware and software manufacturers, (2) politicians and administrators wishing to be seen as modern, (3) professors and teachers wanting to display expertise in a new field, and (4) pressure from parents. These factors help account for many schools buying microcomputers before knowing what to do with the machines. "I'm very skeptical about the decision making at the schools," writes Henry Becker.

Furthermore, teachers are often quite satisfied with their present instructional methods and thus see no reason to adopt a new technology. Some educational technologists feel that this resistance can be overcome by having classroom teachers themselves develop computer-education curricula in conjunction with instructional technologists and curriculum designers, enabling teachers to recognize that a computer is a tool whose overall benefits are potentially large and are far from being exhausted. Winner & Holloway (1983: 31) have concluded that: The potential change stemming from computer-based education is more than a good idea or a technical novelty, it is a culture change, different enough to be described as a revolution .

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Educational Technology–Its Creation, Development and Cross-Cultural Transfer by R. Murray Thomas, Victor N. Kobayashi


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