1. Computers in Education Blay Whitby

2. Computers in Education Historical Overview 1950 - 1965 - CAL Systems Wild optimism. Lack of clear goals. 1965 -1970 - Effective CAL/CAI systems begin to emerge. Training end users and computer programmers begins to be an issue.

3. Computers in Education Historical Overview 1970 - Scholar ITS starts as a discipline. ITS vs. CAI. -Explicit representation of knowledge. 1970 - 1985 - ICAI period of wild optimism.

4. Computers in Education Historical Overview 1970 - 1985 - ICAI period of wild optimism. Many problems emerge:- Student knowledge is not just incomplete, it is often wrong. The system needs a student or user model. This turned out to be very difficult. Starting point. Bandwidth Lack of cognitive theories.

5. Computers in Education Historical Overview 1980 - present - Interactive technologies I.V. Multimedia Learning Environments ITV Little theory, but plenty of technology. 1985 - present - Interface improvements wimps systems Multimedia www. VR

6. Computers in Education Technological Implications (beware predictions) Improvements in networks etc. Better, faster data transfer. More domestic terminals of various sorts. Better access (ie software) to these networks. More on-line information. Books, films, etc are NOT dying out.

7. Computers in Education Technological Implications (beware predictions) ITS/Ihelp vs. Interfaces 'Information Overload'. Simulation and VR. More interactivity in all computer systems (eg. compilers). Some things are best taught/instructed by computer.

8. Computers in Education Social Implications What exactly is going on? Replacing teachers? If so, why? Making systems more user-friendly? Giving more people access to more knowledge? NB If we had clear answers to these questions, then we might be better able to design systems. laws, and so on.

9. Computers in Education Social Implications Both good and bad possibilities:- Lack of human-human interaction.

10. Computers in Education Social Implications Both good and bad possibilities:- Lack of human-human interaction. Can a computer teach how to deal with people?

11. Computers in Education Social Implications Both good and bad possibilities:- Lack of human-human interaction. Can a computer teach how to deal with people? Should it?

12. Computers in Education Social Implications Both good and bad possibilities:- Lack of human-human interaction. Can a computer teach how to deal with people? Should it? More information is always beneficial.

13. Computers in Education Social Implications Both good and bad possibilities:- Lack of human-human interaction. Can a computer teach how to deal with people? Should it? More information is always beneficial. More information = more knowledge.

14. Computers in Education Social Implications Both good and bad possibilities:- Lack of human-human interaction. Can a computer teach how to deal with people? Should it? More information is always beneficial. More information = more knowledge. Democracy requires people to be well-informed.

15. Computers in Education Social Implications Both good and bad possibilities:- Lack of human-human interaction. Can a computer teach how to deal with people? Should it? More information is always beneficial. More information = more knowledge. Democracy requires people to be well-informed. More knowledge = greater chance to pursue happiness.

16. Computers in Education Social Implications Both good and bad possibilities:- Lack of human-human interaction. Can a computer teach how to deal with people? Should it? More information is always beneficial. More information = more knowledge. Democracy requires people to be well-informed. More knowledge = greater chance to pursue happiness. Just because you've got a computer, it doesn't mean you have to stop talking to people!

17. Computers in Education Some Ethical Implications Human replacement. Concentration of power. Who will keep a check on these trends? How?