Overview
- Authors:
-
-
David Hawkridge
-
John Jaworski
-
Harry McMahon
Access this book
Other ways to access
Table of contents (22 chapters)
-
-
Context
-
-
- David Hawkridge, John Jaworski, Harry McMahon
Pages 3-14
-
- David Hawkridge, John Jaworski, Harry McMahon
Pages 15-32
-
Technology and Training
-
-
- David Hawkridge, John Jaworski, Harry McMahon
Pages 35-54
-
- David Hawkridge, John Jaworski, Harry McMahon
Pages 55-74
-
- David Hawkridge, John Jaworski, Harry McMahon
Pages 75-89
-
Experience
-
-
- David Hawkridge, John Jaworski, Harry McMahon
Pages 93-112
-
- David Hawkridge, John Jaworski, Harry McMahon
Pages 113-124
-
- David Hawkridge, John Jaworski, Harry McMahon
Pages 125-144
-
- David Hawkridge, John Jaworski, Harry McMahon
Pages 145-161
-
- David Hawkridge, John Jaworski, Harry McMahon
Pages 162-169
-
- David Hawkridge, John Jaworski, Harry McMahon
Pages 170-181
-
- David Hawkridge, John Jaworski, Harry McMahon
Pages 182-192
-
- David Hawkridge, John Jaworski, Harry McMahon
Pages 193-214
-
- David Hawkridge, John Jaworski, Harry McMahon
Pages 215-222
-
- David Hawkridge, John Jaworski, Harry McMahon
Pages 223-228
-
- David Hawkridge, John Jaworski, Harry McMahon
Pages 229-239
About this book
The reasons why governments of developing countries should put computer technology in their schools are highly controversial, but no less than the actual use being made of these comparatively expensive machines and their software. This book looks at experience in African, Asian and Arabic-speaking countries that already have computers in some of their schools. It is based mainly on research in China, Jordan, Kenya, Mauritius, Sri Lanka and Tunisia. The authors debate policy and practice in the light of experience to date. They identify the rationales commonly deployed by Ministries of Education and international agencies, but argue themselves for a long-term view of the potential of computers to liberalise education, and through such education to reduce dependency and inequity.
