Titlebook: Cross National Policies and Practices on Computers in Education; Tjeerd Plomp,Ronald E. Anderson,Georgia Kontogiann Book 1996 Springer Sci

ARENA

The Slovenian Context of Computers in Education,ducational approaches. While computer education started as a compulsory subject in some Slovene schools 22 years ago, no schools actually acquired computers until the middle of the 1980s. Today, several projects are underway to assist schools with the implementation of computers and other information technologies.

慢跑

,Gesetzliche Schuldverh?ltnisse,ld be applied to accomplish a successful implementation of computers in the schools? At the time, there was little information available about the situation in the schools which could guide educators and policy makers in answering these questions.

ARK

,Gesetzliche Schuldverh?ltnisse,d with gender inequity alone, in this review we address additional dimensions of inequity, especially socioeconomic status (SES). The first general question to ask is whether or not technology-related disadvantages have been found across (as well as within) countries among groups defined by gender or SES.

一罵死割除

香料

Design der empirischen Untersuchung,multimedia applications. The issue of educational technology’s rationale as a learning object or as a tool for learning is central to the dynamic of technology dissemination throughout the French educational system. In practice, the two rationales have been applied but only one has been valorized in the discourses.

現(xiàn)任者

accessory

palliative-care

The Policies of China for Computers in Education,e. Introducing computers into education has also tended to widen the gaps between the rich and poor areas and the cities and countrysides. These concerns and others are being addressed in a program that outlines goals and means for improvement by the year 2000.

Thyroiditis

New Information Technologies in the French Educational System,multimedia applications. The issue of educational technology’s rationale as a learning object or as a tool for learning is central to the dynamic of technology dissemination throughout the French educational system. In practice, the two rationales have been applied but only one has been valorized in the discourses.

粘連

New Information Technology in the Irish School System: A Summary, were enthusiastic about using computers in the primary and second-level schools supported each other. These activities, together with the assistance they were given by the Department of Education and other professional and voluntary bodies in Ireland, form the basis for this report.