Abstract
This paper addresses the relationship between societal needs and ICT. In particular it identifies how society now has different goals and needs because of the new technologies. These include a recognition of the change in mathematics and the language of reason; thus discrete processes, such as approximation, will be more important than arithmetic. And yet change can be threatening for teachers, even those who are innovative. It will be important that the best of new technologies are harnessed for Information Processing by learners. But also new curriculum projects such as building an address book, should be devised for learning about information and information handling. A model for change is proposed based on co-operation, which builds on willing teachers, who are paired with a technology teacher for certain lessons. Help from the Internet and links with traditional educational ideas, such as the role of the teacher, should lay the foundation for open-ended change.
The original version of this chapter was revised: The copyright line was incorrect. This has been corrected. The Erratum to this chapter is available at DOI: 10.1007/978-0-387-35499-6_29
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Papert, S (1990) The Perestroika of epistemological politics. In A. McDougall and C. Dowling (eds.) Computers in education. Amsterdam, The Netherlands: North Holland.
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© 2000 IFIP International Federation for Information Processing
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Semenov, A.L. (2000). Technology in transforming education. In: Watson, D.M., Downes, T. (eds) Communications and Networking in Education. IFIP — The International Federation for Information Processing, vol 35. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35499-6_3
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DOI: https://doi.org/10.1007/978-0-387-35499-6_3
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4757-4813-0
Online ISBN: 978-0-387-35499-6
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