CHI TIẾT NGHIÊN CỨU …

Tiêu đề

Challenges of the new information age curriculum: Computers and the liberal arts

Tác giả

Behar J.E.; Hackett M.S.

Năm xuất bản

1991

Source title

Journal of Research on Computing in Education

Số trích dẫn

DOI

10.1080/08886504.1991.10781983

Liên kết

https://www.scopus.com/inward/record.uri?eid=2-s2.0-84960645912&doi=10.1080%2f08886504.1991.10781983&partnerID=40&md5=1f90dec195222a014953a83031cbabf4

Tóm tắt

In relation to an examination and evaluation of the innovative practices and principles of academic computing, a survey study of undergraduate students at a private liberal arts college was conducted to determine their uses and experiences with computers. Student attitudes toward academic computing were also studied. Survey results indicated significant variations in student experiences, competence, orientations, and level of satisfaction using computers. Grouping students by major provided a basis for the analysis of generalized and distinctive results, with business and preprofessional students responding more favorably to existing curricula opportunities in computing than students in the liberal arts and humanities. Viewing the technically focused model of academic computing as selectively inappropriate for student achievement in the liberal arts, alternatively designed curricula incorporating more distinctive and creative applications of information technology are recommended. © 1991 Taylor & Francis.

Từ khóa

Academic computing; Computer literacy; Curriculum design; Higher education

Tài liệu tham khảo

Apple M.W., Hidden effects of computers on teachers and students, Educational Policy, 53, 2, (1987); Arndt S., Clevenger J., Meiskey L., Students’ attitudes toward computers, Computers and the Social Sciences, 1, pp. 181-190, (1985); Behar J., Faculty interests and requirements relating to the uses of computer information services at Bowling College, (1987); Cambre M., Measurement and remediation of computer anxiety, Educational Technology, 27, 12, pp. 15-20, (1987); Caporael L.R., College students’ computer use, Journal of Higher Education, 56, pp. 172-188, (1985); Cleveland H., Educating for the information society, Change, pp. 13-21, (1985); Cohen K.C., Project Athena: Student survey findings, 1985-86, (1986); DeLoughry T., For many writing instructors, computers have become a key tool, Chronicle of Higher Education, (1978); Ellsworth R., Bowman B., Microcomputing in the college classroom and the effect on student attitudes toward computers, Collegiate Microcomputer, 2, pp. 163-168, (1984); Friedstein H.G., What computer courses do students really need?, College Teaching, 34, 1, pp. 8-10, (1986); Gardner J.R., McEwen A., Curry C.A., A sample survey of attitudes to computer studies, Computers and Education, 10, pp. 293-298, (1986); Hechinger F., Debunking the myth about what computers do, New York Times, (1986); Ide N.M., Computers and the humanities courses: Philosophical bases and approach, Computers and the Humanities, 21, pp. 209-215, (1987); Jacobson M.J., Welle M.H., A profile of computer use among the University of Illinois humanities faculty, Journal of Educational Technology Systems, 16, pp. 83-98, (1988); Jolicoeur K., Berger D.E., Implementing educational software and evaluating its academic effectiveness, Educational Technology, 28, pp. 7-13, (1988); Kent W.A., Lewis R., Morris J.S., Computer-assisted learning in the humanities and social sciences, British Journal of Educational Technology, 19, (1988); Kling R., Iacono S., The mobilization of support for computerization: The role of computerization movements, Social Problems, 35, pp. 226-243, (1988); Kling R., The new wave of academic computing in colleges and universities, Outlook, pp. 8-14, (1986); Lepper M., Microcomputers in education: Motivational and social issues, American Psychologist, 40, pp. 1-18, (1985); Loyd B.H., Gressard C., The effects of sex, age, and computer experience on computer attitudes, AEDS Journal, 18, pp. 67-77, (1984); Lyman P., Reading, writing and word processing: Toward a phenomenology of the computer age, Qualitative Sociology, 7, pp. 75-89, (1984); Oakman R.L., Perspectives on teaching computing in the humanities, Computers and the Humanities, 21, pp. 227-233, (1987); Roszak T., The cult of information: The folklore of computers and the true art of thinking, (1986); Rudman J., Teaching computers and the humanities courses: A survey, Computers and the Humanities, 21, pp. 235-243, (1987); Schlender B., Humanities scholars learning all about the computer age, Wall Street Journal, (1987); Shields M., Computing at Brown University: An ongoing study, Perspectives in Computing, 6, pp. 57-62, (1986); Shields M., Laukin J., Incoming freshmen computing surveys, (1986); Skinner M., Attitudes of college students toward computer-assisted instruction: An essential variable for successful implementation, Educational Technology, 28, pp. 7-15, (1988); Slatta R.W., Historians and telecommunications, History Microcomputer Review, 2, pp. 25-34, (1987); Sproull L.S., Social aspects of computing at Carnegie Mellon University, (1985); Sproull L.S., Kiesler S., Zubrow D., Entering an alien culture, Journal of Social Issues, 40, pp. 31-48, (1984); Stonebraker P.W., Coye R.W., Teaching with personal computers, College Teaching, 36, pp. 14-69, (1988); Strange W.C., Hamlet on the Macintosh: An experimental seminar that worked, Collegiate Microcomputer, 5, pp. 113-122, (1987); Turner J., Professors at conference look for computer options, Chronicle of Higher Education, (1988); Zoltan E., Chapanis A., What do professional persons think about computing, Behavior and Information Technology, 1, pp. 55-68, (1982)