Integrating Information Technology into Education

1. Front Matter

   Pages iii-xvii

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2. Words of Welcome

   • Sra. M. Angeles Gonzalez i Estremad

   Pages 1-2

3. New technologies: integration into education

   • Bernard Cornu

   Pages 3-11

4. The computer: ally or alien?

   • Charles Duchâteau

   Pages 13-26

5. The roles and needs of mathematics teachers using IT

   • Bernard R. Hodgson

   Pages 27-37

6. An action research role for teachers

   • Frank Nicassio

   Pages 39-49

7. Classroom ethos and the concerns of the teacher

   • John Olson

   Pages 51-58

8. Using evidence about teacher development to plan systemic revolution

   • Jim Ridgway, Don Passey

   Pages 59-72

9. The reality of learners’ achievements with IT in the classroom

   • David C. Johnson

   Pages 73-83

10. A Curriculum for teachers or for learning?

    • Paul Nicholson

    Pages 85-93

11. The case of Cabri-géomètre: learning geometry in a computer based environment

    • Colette Laborde, Jean-Marie Laborde

    Pages 95-106

12. Moving schema

    • Ichiro Kobayashi

    Pages 107-114

13. Developing analytical competency through informatics teaching

    • Walter Oberschelp

    Pages 115-126

14. Integration of informatics into education

    • Tom van Weert

    Pages 127-137

15. Promoting interdisciplinary and intercultural intentions through the history of informatics

    • Klaus-D. Graf

    Pages 139-150

16. Implementation of computers in Malaysian schools: problems and successes

    • Zoraini Wati Abas

    Pages 151-158

17. Interpreting internal school factors on the educational integration of IT

    • Jordi Quintana i Albalat, Ferran Ruiz i Tarragó

    Pages 159-167

18. Factors affecting the use of computers in the classroom: four case studies

    • Wim Veen

    Pages 169-184

19. Integrating IT into teaching — struggling with windmills

    • Lilliam Hurst

    Pages 185-192

20. Effects of learners’ characteristics and instructional guidance on computer assisted learning

    • Qi Chen

    Pages 193-202

Deryn Watson and David Tinsley The topic of the conference, integrating infonnation technology into education, is both broad and multi-facetted. In order to help focus the papers and discussion we identified 7 themes: • Current developments in society and education influencing integration; • Teachers, their roles and concerns; • Learners, their expectations of and behaviour in an integrated environment; • Developments and concerns in the curriculum; • Successes and failures in existing practice; • Organisation and management of integrated environments; • Identification of social and political influences. Each author was invited to focus on one theme, and these remained strands throughout as can be seen from the short papers and focus group reports. The first and most significant concern therefore was to be clear about our notions of integration; what do we mean and how is this relevant? Our keynote paper from Cornu clearly marked out this debate by examining the notion of integration and alerting us to the fact that as long as the use of IT is still added to the curriculum, then integration has not yet begun.

• Animation
• Information Technology (IT)
• communication
• computer
• geometry
• learning
• organization
• society
• software tools
• technology

Policies and ethics