Lessons from two Dutch projects for the introduction of computers in schools

The systematic introduction of computers in schools for general secondary education in The Netherlands started in the early 1980s. Initially, the Dutch government experimented in 1983 with a project in 100 lower general secondary schools limited in scope to gain experience with educational computer use (100-school project). In the period 1985¿1989 the government implemented a second stimulation project focused at all lower secondary schools: New Information Technology in Secondary Education. This project consisted of the provision of hardware and courseware to all general secondary schools, organizing nationwide in-service teacher training, and the intensifying of software development.\ud \ud With respect to the 100-school project the question was whether there would be any differences in computer implementation and problems with computer use at schools in the 100-school project as compared to other schools which could only profit in the second promotional program.\ud \ud The question addressed for the second promotional program concerns the use of software packages and courseware which were provided to all schools for general education during the NIVO-project.\ud \ud An important conclusion for The Netherlands is, that the provision of hardware, software and in-service training was adequate to introduce computer education (called: information and computer literacy) as a new subject in nearly all lower secondary schools. But the set of stimulation activities does not seem to be adequate or sufficient to realize the integration of computer use in existing subjects

The relation between problem areas and stages of computer implementation

Although during the last decade the number of computers at secondary schools has increased considerably in many countries, only a small percentage of teachers are using computers for instructional purposes. In the COMPED study principals, computer coordinators and teachers were asked to indicate the obstacles which are hampering the introduction of computers in their school and classroom practice.\ud \ud The results which are based on data from France, Japan, the Netherlands and USA, show that the most important problems are: lack of hardware, software, knowledge and time. These problems in implementing computers in education are at the same time the most important reasons why non-users do not use computers for instructional purposes. A comparison between the relative most intensive computer-using schools and the less intensive users shows that both groups have mostly the same problems as mentioned before. Besides, schools with a high level of computer use have more often than other schools overcome organizational problems

Identification of shallow sea models

In this paper we consider a parameter estimation procedure for shallow sea models. The method is formulated as a minimization problem. An adjoint model is used to calculate the gradient of the criterion which is to be minimized. In order to obtain a robust estimation method, the uncertainty of the open boundary conditions can be taken into acoount by allowing random noise inputs to act on the open boundaries. This method avoids the possibility that boundary errors are interpreted by the estimation procedure as parameter fluctuations. We apply the parameter estimation method to identify a shallow sea model of the entire European continental shelf. First, a space-varying bottom friction coefficient is estimated simultaneously with the depth. The second application is the estimation of the parameterization of the wind stress coefficient as a function of the wind velocity. Finally, an uncertain open boundary condition is included. It is shown that in this case the parameter estimation procedure does become more robust and produces more realistic estimates. Furthermore, an estimate of the open boundary conditions is also obtained

Status of introductory computer education in the Netherlands: results of a survey

The International Association for the Evaluation of Educational Achievement (IEA) is conducting an international comparative study on educational computer use in more than 20 countries. This paper analyzes some of the Dutch results of the IEA survey on the use of computers in lower secondary schools. The findings show that at present computers are mainly used for introductory computer courses, but that the integration of computers into existing subjects is still limited. The main problems identified in the study are: insufficient availability of courseware and hardware, time constraints and a high need for teacher training

The relation between problem areas and stages of computer implementation

Using data from an international comparative study on the use of new technologies in education in about 22 countries, an assessment of the relation between problem areas and stages of computer implementation was undertaken. The study--"Computers in Education" (COMPED)--has been conducted since 1987 by the International Association for the Evaluation of Educational Achievement (IEA). The COMPED assesses national policies regarding the goals of computer education and the actual use of computers, school plans and implementation of plans, experiences and opinions of teachers, and the effect of innovations at the student level. National policy, school policy, and teacher questionnaires are used to collect data on both elementary and secondary educational levels. Exploratory and contrast analyses were performed on study data. Results indicate that the most important problems of computer users are, at the same time, the most important reasons given by non-users for non-use. The problems with implementing computer technology in education, experienced by principals, computer coordinators, and teachers, are related to conditional factors, such as lack of hardware, software, knowledge, and time. The most important differences between schools with low and high levels of computer use are associated with organizational problems. Six tables are included. (TJH

Teaching and learning for the future

This is the final report of the Committee on MultiMedia in Teacher Training (COMMITT), which offers a strategic framework to support efforts of teacher training institutes in the Netherlands to develop their own plans for enhancing the teaching and learning process as well as its outcomes through the application of Information and Communication Technology (ICT). The purpose of the plan of action, called "a leap for the future," is to serve as a catalyst for teacher training institutes, elementary and secondary schools, and universities to work together on a common goal: improving teaching and learning through the application of ICT. This report consists of seven chapters. The first chapter is an introduction to the initiative to revitalize teacher training and the committee's activities. Chapter 2 describes an analysis of the transformation of society and consequences for learning in the future. Chapter 3 discusses key elements in the teaching and learning process. A conceptual model is presented which serves as a frame of reference for COMMITT. The role of ICT in teaching and learning is also discussed. Chapter 4 outlines the scope of COMMITT and provides examples illustrating the impact of ICT as a medium for education. Chapter 5 describes the challenges, opportunities and possible threats of implementing ICT in the education system and teacher training institutes. Guidelines for a program of action are elaborated in Chapter 6. The role of government, vision underlying the program, strategy and program of action, management and organization, and budget are discussed. Chapter 7 includes concluding remarks with a special emphasis on issues and factors which are expected to influence the implementation of the "leap for the future." Appendices present a list of the COMMITT members; a discussion on the Dutch education system; Committee statements; statements developed and judged by ICT coordinators; and different types of use of ICT as a medium. (AEF