The importance of being accessible: The graphics calculator in mathematics education

The first decade of the availability of graphics calculators in secondary schools has just concluded, although evidence for this is easier to find in some countries and schools than in others, since there are gross socio-economic differences in both cases. It is now almost the end of the second decade since the invention of microcomputers and their appearance in mathematics educational settings. Most of the interest in technology for mathematics education has been concerned with microcomputers. But there has been a steady increase in interest in graphics calculators by students, teachers, curriculum developers and examination authorities, in growing recognition that accessibility of technology at the level of the individual student is the key factor in responding appropriately to technological change; the experience of the last decade suggests very strongly that mathematics teachers are well advised to pay more attention to graphics calculators than to microcomputers. There are clear signs that the commercial marketplace, especially in the United States, is acutely aware of this trend. It was recently reported that current US sales of graphics calculators are around six million units per year, and rising. There are now four major corporations developing products aimed directly at the high school market, with all four producing graphics calculators of high quality and beginning to understand the educational needs of students and their teachers. To get some evidence of this interest, I scanned a recent issue (April 1995) of The Mathematics Teacher, the NCTM journal focussed on high school mathematics. The evidence was very strong: of almost 20 full pages devoted to paid advertising, nine featured graphics calculators, while only two featured computer products, with two more featuring both computers and graphics calculators. The main purposes of this paper are to explain and justify this heightened level of interest in graphics calculators at the secondary school level, and to identify some of the resulting implications for mathematics education, both generally, and in the South-East Asian region

Teaching models and local‐area networks

The thesis of this paper is that new advances in both microtechnology and LAN technology can now provide teachers with flexible and exciting instructional tools which allow for a powerful integration of teaching model, curriculum content and technology. The first section describes some of the current applications of school‐based LANs. The second section discusses various teaching models, and describes an in‐depth example of how a teacher may go about providing instruction by combining a LAN and these models. The third section addresses the feasibility of such an instructional approach

Working Paper 36 - Information Technology and the Challenge of Economic Growth in Africa

The recent advances in information technology are becoming central to the process of socio-economic development. Information technology offers new ways of exchanging information, and transacting business, changes the nature of the financial and other service sectors and provides efficient means of using the human and institutional capabilities of countries in both the public and private sectors. The world is rapidly moving towards knowledge-based economic structures and information societies, which comprise networks of individuals, firms and countries that are linked electronically and in interdependent relationships. In an increasingly globalized economy, information technology is one of the key determinants of competitiveness and growth of firms and countries. Firms are becoming more competitive on the basis of their knowledge, rather than on the basis of natural endowments or low labor costs. It is becoming increasingly apparent that the role of traditional sources of comparative advantage (a large labor force and abundant natural resources) in determining international competitiveness is diminishing. The competitive and comparative advantages of countries are gradually being determined by access to information technology and knowledge. The comparative advantage that now counts is man-made, engineered by knowledge through the application of information. Since man-made comparative advantage can only be acquired by knowledge and brainpower, the newly emerging knowledge-based economic structures have far reaching implications with regard to labor markets and the roles of technical education, human capital formation and research and development in the process of economic growth. The evolution of the knowledge-based economy is expected to result in increasing the demand for skilled labor and reducing the employment prospects of unskilled labor. And within economies, enterprises would succeed only to the extent that their employees can access and use information and knowledge effectively. Information technology does not only determine the market share and profitability of individual companies in tomorrow's global economy, but it also has a huge impact on future generations of workers and on a country's economic prospects. What are the implications of information technology for the relative fortunes of nations? Countries that invest in and adopt information technology quickly will move ahead and those that fail to rapidly adopt information technology will be left behind. The views on the possible impact of the information revolution on African countries can be grouped in two opposing schools of thought. The first school predicts that as African countries incur an increasing 'technological deficit' the welfare gap between them and the industrialized world would increase. This school stresses that Africa risks further reduction in its ability to generate the resources necessary to accelerate its growth rate and reverse the trend of increasing poverty. On the other hand, the second school believe that information technology may actually help reduce the income gaps between rich and poor countries. In the words of Negroponte (1998): "the Third World five years from now may not be where you think it is. There have been many theories of leapfrog development, none of which has yet survived the test of time. That's about to change". The basic issue separating the two schools with regard to the impact of information technology on African countries is the question of whether Africa and other developing regions could, in the first place have adequate access to the global information Infrastructure, and hence to the information technology age. The prediction of the first school stems from the notion that, starting from an initial position of poverty, African countries would not be able to finance the investments in information infrastructure and computer hardware and software required to access the information technology age. This would, in turn, mean that they would risk increased marginalization in the global economy with severe competitive disadvantage for their goods and services, and hence for their development prospects. The prediction of the second school is based on the argument that the information technology, itself, would provide the means for countries to turn their disadvantages into advantages; adjust to the new ways of doing business; and, put in place the required infrastructure of telecommunications and information systems. This paper reviews Africa's development challenges in an increasingly information and knowledge-based global economy. It outlines the roles of knowledge and information technology in addressing these challenges and also discusses the strategies and policies that Africa and its development partners particularly the African Development Bank could adopt to accelerate the process of integrating the region into the emerging global information system. The paper is organized in five sections. Following this introduction, the next section examines the major developmental challenges facing Africa and what role information technology could play in overcoming them. Section III outlines the policies that would need to be adopted by African countries to improve their information accessibility and examines the initiatives taken by African countries in this domain. Section IV examines the role that could be played by the African Development Bank Group. The conclusion of the paper is provided in the last section.

Board of Directors Meeting Minutes (January 8, 1983)

This file contains the minutes from the Des Moines Area Community College Board meeting held on January 8, 1983

CREAT NG AN INFORMATION SYSTEMS INFRASTRUCTURE FOR DEVELOPMENT PLANNING

There have been Various initiatives addressing the problem of inadequate information systems for national planning in developing countries by establishing information sources or decision making capacity, or by providing technical support for data processing and communication. This paper identifies three different approaches for the creation of information systems for development planning and examines the main problems that hinder their effectiveness

Developing cross‐cultural communicative competence via computer‐assisted language learning: The case of pre‐service ESL/EFL teachers

Based on a qualitative research project, this article presents a view on the use of computer technology to develop a critical cross‐cultural communicative competence in English as a Second Language (ESL) / English as a Foreign Language (EFL) for pre‐service teachers. The article includes a brief critical theoretical framework, some classroom pedagogical implications, and a data‐based discussion of pre‐service teachers’ views. These views included: (1) critical views and an awareness of cultural power relations in computer‐assisted language learning (CALL), (2) uncritical views and a lack of awareness of cultural power relations in CALL, and (3) uses of metaphors in CALL. The powerful contribution of CALL can be found in its potential for providing ways to connect people and build communities, for offering opportunities for cross‐cultural communicative competence to be developed and used, and for improving processes of democratization via computer‐mediated communication. However, a socio‐cultural criticism revealed that this powerful tool, like any other media, is non‐neutral because it can serve to reinforce further the hegemonic aspects of education, that is, the dominant culture will be strengthened and protected via computer technology. Computer‐based technologies and software are increasingly incorporated into the curricula of ESLIEFL teacher education programmes. However, this integration is often done in ways that seem to leave unquestioned the potential cultural and hegemonic ramifications of such technology. Hence there is a need for a more critical technological competence

Introductory computer education: developments in a time perspective

An analysis of computer literacy curricula around the middle of the 1980s shows a remarkable overall shift away from teaching computing to teaching applications, information handling, and problem-solving. Computer use is no longer viewed as a goal in itself, but is introduced as a powerful means of fulfilling information needs and of facilitating learning and other instructional tasks. Some recent developments raise the question as to whether separate courses in computer literacy are still needed, or whether computer literacy goals could be better attained in other ways. Two interesting new lines of thinking can be observed. The first implies the integration of computer literacy goals with traditional educational goals by promoting the abandonment of separate computer literacy courses for the instrumental use of computers in existing courses. The second development, now being discussed in the Netherlands, can be characterized as a mixed approach, in which the more general computer literacy goals are realized via traditional subject matter courses, while more specific information handling goals are addressed in short separate courses. Both approaches are discussed, and links are established to The Computer in Education study of the International Association for the Evaluation of Educational Achievement (IEA) in order to provide a context for interpreting some of the study's results. (22 references) (Author/GL