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Book Review: Women's Participation in Tertiary Education: A Review of Recent Australian Research

Book Review: Women's Participation in Tertiary Education: A Review of Recent Australian Research Book Reviews 251 purpose. While one would not disagree with this logic, it needs to be realised that the micro­ computer in the classroom has the potential to change significantly not only the effectiveness but, indeed, the very nature of the learning process. This has been little addressed in this book. The question of how to choose a computer for school use is actually not addressed specifically. For the teacher, the need to make decisions on whether or not to get involved in the use of computers, and if so how to go about it, is a very real and perplexing issue. The computer seems to be seen as a device for delivering computer-assisted tutorial instruction or drill and practice (although with a rather more problem-solving approach than might characterise many currently used packages). Computers in the Primary School attempts to achieve more than can reasonably be accom­ plished in a small volume to 130 pages. It does introduce teachers to 'the field of computers' as promised. However it does not address many of the issues relevant to 'how to choose computers for school use' although some general ideas of how computers might be used to provide activities integrated http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Australian Journal of Education SAGE

Book Review: Women's Participation in Tertiary Education: A Review of Recent Australian Research

Australian Journal of Education , Volume 32 (2): 2 – Aug 1, 1988

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Publisher
SAGE
Copyright
© 1988 Australian Council for Educational Research
ISSN
0004-9441
eISSN
2050-5884
DOI
10.1177/000494418803200215
Publisher site
See Article on Publisher Site

Abstract

Book Reviews 251 purpose. While one would not disagree with this logic, it needs to be realised that the micro­ computer in the classroom has the potential to change significantly not only the effectiveness but, indeed, the very nature of the learning process. This has been little addressed in this book. The question of how to choose a computer for school use is actually not addressed specifically. For the teacher, the need to make decisions on whether or not to get involved in the use of computers, and if so how to go about it, is a very real and perplexing issue. The computer seems to be seen as a device for delivering computer-assisted tutorial instruction or drill and practice (although with a rather more problem-solving approach than might characterise many currently used packages). Computers in the Primary School attempts to achieve more than can reasonably be accom­ plished in a small volume to 130 pages. It does introduce teachers to 'the field of computers' as promised. However it does not address many of the issues relevant to 'how to choose computers for school use' although some general ideas of how computers might be used to provide activities integrated

Journal

Australian Journal of EducationSAGE

Published: Aug 1, 1988

There are no references for this article.