| Cross National Policies and Practices on Computers in Education 1996 Edition Contributor(s): Plomp, Tjeerd (Editor), Anderson, R. E. (Editor), Kontogiannopoulou-Polydorides, Georgia (Editor) |
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ISBN: 0792342178 ISBN-13: 9780792342175 Publisher: Springer OUR PRICE: $161.49 Product Type: Hardcover - Other Formats Published: September 1996 Annotation: This book reports on the policies and practices regarding computers in education in 20 countries, representing Northern America, Asia, and both the Eastern and Western parts of Europe. Moreover, the editors have analysed and reflected from several perspectives on the richness of the national reports, resulting in chapters on curricular, (in)equity and education paradigmatic aspects of the introduction of computers in education. |
| Additional Information |
| BISAC Categories: - Education | Teaching Methods & Materials - General - Computers | Computer Science - Education | Computers & Technology |
| Dewey: 370.285 |
| LCCN: 96033526 |
| Series: Technology-Based Education |
| Physical Information: 1.06" H x 6.14" W x 9.21" (1.87 lbs) 470 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: This book presents some of the results from the second stage of lEA's study of Computers in Education (CompEd). lEA, the International Association for the Evaluation of Educational Achievement, conducts international comparative studies focussing on educational achievement, practices, and policies in various countries and education systems around the world. It has a Secretariat located in Amsterdam, the Netherlands. lEA studies have reported on a wide range of topics, each contributing to a deeper understanding of educational processes. The CompEd study is a project that sheds light on the way computers have been introduced in education and on how they are being used across the world today. The study proceeded in two stages with data collected for stage 1 in 1989 and for stage 2 in 1992. Results from both stages have been published in a variety of publications. This book reports about a special part of the study. Student achievement and school processes come into being in the context of the structure and the policies of national (or regional) education systems. The variety found in the CompEd results led us to ask how much might be explained by differences in these national or regional contexts. That is the reason the CompEd study took the initiative to invite the countries participating in the study, as well as some other countries that have had interesting developments in the domain of educational computers, to write a chapter describing their policies and practices regarding computers in education. |