Re: Courses

["Ian Bicking" <bickiia@earlham.edu>]

> I think one problem that we all must overcome is that different countries have
> different methods of teaching. For instance, in the US you talk about getting
> students from one achievement to the next and your education system tends to have a
> lot of testing, drill and practice etc. whereas in England we teach through
> exploration. 

It should be noted that the US educational system is quite 
eclectic.  There are virtually no national curriculums or standards.  
Even at the state level it is pretty minimal.  Now, with the advent of 
charter schools and other experimental schools (along with private 
schools) there is even more diversity.  So it's hard to make any 
inclusive generalization.

Generalizations which can be made might not even last very long.  
Right now achievement and measurable performance are popular, 
at least as rhetoric.  But there is a very good possibility this too will 
pass, as many an educational philosophy has.  [At least I hope it 
does... IMHO it reeks of the worst kind of behaviorism.  But that's 
another issue entirely]

So, when talking about IT in the schools in the US, one has to be 
flexible if one wants to be inclusive at all.  For this reason, a 
canned distribution could probably only go so far.  Would it allow 
email?  Would it expect an Internet connection?  Would it presume 
the resources for individual student accounts?  Is the computer 
situated in a lab, classroom, or office?  Does the computer direct 
activities (as in edutainment), or is it a tool (as with a spreadsheet)?

These are only a few of the questions that probably can only be 
answered in the context of each individual implementation.

In the experience I've had in the Bloomington Public Schools 
(which is not a great deal), there isn't even much consistency 
between schools in the same district at the same grade level.  It 
mostly depends on whoever is in charge of the computers at each 
particular school.  The technology department doesn't have enough 
presence to even make basic standards.  They don't even have the 
presence to fix the things that break.  But I shouldn't start on that...

> Kids start using databases, spreadsheets, charting tools, logo, control technology
> at 5 years old but the IT side of this is very much abstracted. This software is
> used in all subjects, data and practice being topic related. It's interesting to
> note here as well that there is extensive use of "Concept Keyboards" and other
> input devices at primary level.

What's a Concept Keyboard?

> I've given a URL a few days ago which describes all of the skill requirements in
> detail for all pupils, at all ages in England. That should help when considering
> that part of the world. I'll try to find out what the requirements are here in
> France.

I'm afraid I wasn't able to get a good feel for what they really do with 
computers in England.  The National Curriculum was kind of vague, 
as I suppose it has to be if it isn't to become terribly outdated very 
quickly.

There were many references to simulations -- what sorts of 
simulations do they use, and how are they connected to the larger 
curriculum?



--
Ian Bicking <bickiia@earlham.edu>