Jennifer--
It seems to me that if you can't use the TOOLS, then you can't USE the
tools. If this premise is true, then it would seem that computer education
(learning about the tools) would necessarily have to precede computer
integration (learning with the tools).
I have found, however, that a high level of sophistication in the use of
any computer tool is not needed in order to make powerful use of the tool
in a learning situation. For example, a student doesn't have to be able to
type 100 words per minute and know all of the features in Eudora to
participate effectively in an e-mail based project. Nor does a student have
to be able to create multiple column, multiple section tomes that are
indexed in Microsoft Word in order to hone his or her writing skills.
I have observed that he acquisition of knowledge and skill about more
advanced features of any piece of software comes easier and is retained
longer if the feature is learned in context and only when the feature is
needed in a "real" project.
If the premises in the last two paragraphs are true, then it sould seem
that computer education (learning about the tools) would best be integrated
into computer integration (learning with the tools). In other words,
students would be best served to be placed into activities in which they
learn with the tools, learning about the tools on an as-needed,
just-in-time basis.
I'm interested to read what others think about this topic.
Fred
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| J. Fred Schouten, Ed.D. |http://web.isbe.state.il.us/peohs|
| Director of Curriculum and Technology | fschoute@mail.isbe.state.il.us |
| Peotone Unit District #207U |---------------------------------|
| Peotone, Illinois, USA 60468 | Phone: 708-258-3236 |
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