Revolutionary development of computer education : A success story

The University of Colombo, Sri Lanka has been in the forefront of the “Computer Revolution” in Sri Lanka. It has introduced the teaching of computer programming and applications as early as in 1967, more than a decade before other educational institutions, thereby producing, over the years, a large number of pioneer computer scientists and IT graduates out of students entering the university from a variety of disciplines. They are presently employed as researchers, educators, data processing managers, analyst programmers, software engineers and in many others in the professional field of information technology, not only in Sri Lanka but also in other countries. Established in 1870 as the Ceylon Medical College by the government of that day under the leadership of Governor Sir Hercules Robinson, the University of Colombo could claim to have been associated with higher education for over 130 years. The University has become a center of excellence of international repute that contributes significantly towards national development and human resource development in the field on computer science and information communication technology, particularly in the South and South East Asian Region. This paper presents the milestones of the success story, which did not occur without a policy, plan, leadership, group work, collaboration, and donor support.2nd IFIP Conference on the History of Computing and EducationRed de Universidades con Carreras en Informática (RedUNCI

The Development of an Interactive Videodisc System

The thesis traces the development of interactive videodisc from origins based on early automatic machines through large-scale computer assisted learning (CAL) to microcomputer-based multi-media CAL. A comprehensive discussion of the interactive videodisc medium is provided, in terms of its features, advantages, problems, authoring and production processes, and educational applications. The requirements for interactive systems, and essential elements of video and videodisc technology are described. A relatively low-cost demonstration interactive videodisc system is developed in three phases, based on a BBC 'B' microcomputer and a Pioneer LD1100 videodisc player. In the first phase, software interfacing routines are developed in assembly language to control the player from the versatile interface adaptor (VIA) of the BBC micro. The signal control codes are based on a pulse code modulated format with uni-directional synchronous transmission. The interfacing routines are linked to, and driven by, a Basic program which provides full manual control of all player functions using the microcomputer keyboard. In the second phase, the interfacing routines are further extended to provide control linkage for interactive video application programs. Using a pilot videodisc, these Basic programs demonstrate interactive video techniques, including still frame access and the presentation of video sequences and sub-sequences. In the third phase, the application programs are converted to the authoring language, Microtext. The assembly language interfacing routines are developed into a corresponding Microtext extension command module. A mixer/genlock unit is used to provide graphics overlay of video still frames. An evaluation of the demonstration system is provided, in terms of developmental difficulties, its hardware and software features and capabilities, and its potential as a base for further suggested research work

Computer enhanced learning for mathematics in Malawi

Mathematics is a dreaded subject all over the world more so in third world countries. Results in Malawian examination papers clearly show a higher failure rate in mathematics than other subjects. New teaching methods are needed to revolutionalise pupils' perspective of mathematical concepts and help them see mathematics as a doing subject independently or as a service discipline. The new teaching methods must be seen to make mathematical experience accessible to pupils which will in turn promote pupils' enjoyment of mathematics. Lack of student active participation in present mathematics teaching methods and abstraction in some topics puts off weaker or slow learning students and develops in such students a sense of defeat and demotivation towards the subject. In Britain and other developed countries, syllabuses and teaching methods are constantly under review. In some cases new syllabuses are adopted without prior training for teachers causing additional problems, e.g. the new GCSE syllabus in U.K. which is new in methodology, content and assessment methods. This research, carried out for Malawi, particularly for the Polytechnic, looks at how this massive percentage of under achievement can be reduced. It also exposes the instructional ineffectiveness and inefficiency at learning tasks. The importance of in-service training for secondary and primary school mathematics teachers is also highlighted. Computers can be a key to realising educational goals such as promoting pupil-directed inquiry, enhancing the development of scientific and mathematical concepts and addressing more efficiently the learning needs of individual children in mixed ability and overcrowded classrooms. An assessment of Computer Enhanced Learning for the improvement and reinforcement of present teaching methods is therefore made. Finally, a set of recommendations for the improvement of mathematics education in Malawi is suggested to the Ministry of Education and Culture through the Polytechnic for implementation

The roots and early history of the British home computer market : origins of the masculine micro

Imperial Users onl

The role of information technology in supporting the development of science linked technology education

This study builds on my earlier 1983 Masters research at Cranfield, which was an investigation of early technology education in the UK and USA and a pilot evaluation of the introduction of technology education into the curriculum of Stantonbury Campus in Milton Keynes, England. This gave an indication of the international trends in technology education and showed some of the potential of a problem-oriented approach to learning in schools based around a new integration of subjects and skills. It also showed the challenge to existing school teaching staff who often had to learn new skills themselves, often had to teach in new ways, and had to broaden their orientation after being single subject specialists most of their careers. Teaching materials had to be developed from scratch. IT had to be got to grips with. In September 1984, I took the post of Co-ordinator of the Schools Science and Technology Centre at the University of Oxford and had to implement a policy for sciencelinked technology education through a fast-changing period. During 1987 the pace of change accelerated rapidly being driven by the demands of the emerging new National Curriculum. By that time technology education, including IT, seemed to have become accepted as an important theme in the school curriculum in its own right. The Oxford Centre was there to offer in-service support in the development of training and teaching materials. It was, therefore, a good base for a study which could document the challenge of implementing technology education on a wide scale. In the end the sheer pace of change enacted by the government between 1987 and 1992, and shifts of position over the place of technology education, made the study a harder task than I expected. I was aiming at a fast moving target. But I hope the work is of value in exploring the link between the aspirations of those who advocate "technological capability and literacy" in our school population and what is currently being achieved. This thesis tries to explore the key areas of progress we need to make if technology education is to become a reality in our schools