Encyclopedia of Computer Science and Technology

170 education and computersApplicationsEducational applications of computing can be divided intoseveral categories, as summarized in the following table.While small compared to the business market, theeducational software industry is a significant market, targetingboth schools and parents seeking to improve theirchildren’s academic performance. However, the educationaluse of computers extends far beyond specialized software.Schools are in effect a major industry in themselves, requiringmuch of the same support software as large businesses.TrendsThe growth of the World Wide Web has led to some shiftof emphasis away from stand-alone, CD-ROM based applicationsrunning on local PCs or networks. Educators areexcited about the possibilities for online collaboration.Public concern about children achieving an adequate levelof technical skill (see computer literacy) has fueled anincreasing commitment of funds for computer hardware,software, and networking for schools.Some visionaries speak of a 21st-century “virtual school”that has no classroom in the conventional sense, but usesthe Internet and conferencing software to bring teachersand students together. While there has been only limitedexperimentation in creating virtual secondary schools,thousands of university courses are now offered online, andmany degree programs are now available. Some institutionssuch as the University of Phoenix have made such “distancelearning” a core part of their growth strategy.Several factors have caused other observers to have misgivingsabout the rush to get schools onto the “informationsuperhighway.” Many schools lack adequate physical facilitiesand teacher training. Under those circumstances otherpriorities might deserve precedence over the installation oftechnology that may not be effectively utilized. At the sametime, the lagging in access to technology by minorities andthe poor may suggest that schools must play a significantrole in providing such access and enabling the coming generationto catch up (see digital divide).The debate over how best to use technology in theschools also reflects fundamental theories about teachingand learning. Critics of information technology such asClifford Stoll (see Stoll, Clifford) have reacted againstthe mechanical, rote nature of much educational software.They also decry the hype of some advocates who have suggestedtechnology as a panacea for the problems of lowperformance, poor motivation, and lack of accountability inmany schools.Some advocates of computer use agree with the criticismof uncreative and poorly planned “e-learning” programs,but argue that the answer is to use technology that helpsgood teachers unlock creativity. For example, Seymour Papertand his LOGO language are based on “constructivist”principles where students learn through doing (see Papert,Seymour and logo). From this point of view, “computerliteracy” should not be a focus in itself, but one outcomeof a program that creates literate and capable learners (seecomputer literacy.)Application Area Users examplesComputer-aided Generally high school and up Course modules for science, social studies, etc. Studentsinstruction (CAI) evaluated and materials presented on the basis of student performance(see computer-aided instruction).Drill-and-practice Elementary school students Sets of math problems, geography quizzes, etc. Sounds or graphicsused for reward for correct answers.Online collaborative Elementary and high school Students from different schools use e-mail or chat to coordinate alearning students project, such as creating a Web site about local environmentalissues.Online classes Mainly college and adults Students participate remotely through videoconferencing, chat,e-mail, etc. (see distance education).Educational Junior high and older students Gamelike programs that simulate real-world problems, such assimulationsmanaging a city to investing in the stock market. Often commerciallyavailable games can be used.Reference and Elementary and older students Online encyclopedias and knowledge bases (see also wikis andresourcesWikipedia); specialized references on CD-ROM or DVD; onlinereference and bibliographical databases; library catalogs; andWeb site of universities, museums, and government agencies.General software Students and teachers Use of general-purpose software such as word processors,applicationspublishing, or presentation programs for creating class projectsand reports. Also use of e-mail, chat, and blogs for collaborationand after-hours communication between students and teachers.Administrative Teachers and administrators Use of specialized or general-purpose software to maintainapplicationsattendance, grades, and other class and school administrationfunctions.