History of computing in education :IFIP 18th World Congress, TC3/TC9 1st Conference on the History of Computing in Education, 22-27 August 2004, Toulouse, France
附註:Title from e-book title screen (viewed Nov. 29, 2004).
Includes bibliographical references.
History of Computing in Education -- The Contest of Faculties -- Government Sponsored Open Source Software for School Education -- Learning with the Artificial Sciences -- Eight Significant Events in the 50 Year History of Computing -- Technology Leading to Historic Changes -- What Did We Think We Were Doing? -- ICT in Catalan Schools -- Streams in the History of Computer Education in Australia -- Growth of Computing Technology for Education in India -- Computing and Education in the UK -- Is It Legal Yet? -- The Evolution of E-Inclusion -- On the Era of Educational Hypermedia Computing -- Keyboard Training in an Information Oriented Society -- Studying Educational Computing Projects -- Using Computing History to Enhance Teaching.
摘要:This work derives from a conference discussing the history of computing in education. This conference is the first of hopefully a series of conferences that will take place within the International Federation for Information Processing (IFIP) and hence, we describe it as the First Conference on the History of Computing in Education (HCE1). These proceedings represent a collection of works presented at the HCE1 Conference held in association with the IFIP 2004 World Computer Congress held in Toulouse, France. Contributions to this volume range from a wide variety of educational perspectives and represent activities from four continents. The HCE1 conference represents a joint effort of the IFIP Working Group 9.7 on the History of Computing and the IFIP Technical Committee 3 on Education. The HCE1 Conference brings to light a broad spectrum of issues and spans fourcontinents. It illustrates topics in computing education as they occurred in the "early days" of computing whose ramifications or overtones remain with us today. Indeed, many of the early challenges remain part of our educational tapestry; most likely, many will evolve into future challenges. Therefore, this work provides additional value to the reader as it will reflect in part the future development of computing in education to stimulate new ideas and models in educational development.
