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Computer-based instruction: Methods and development (second edition)
Book Reviews
Computer-Based
Instruction:
Methods and Development
391
(Second edition): STEPHEN M. ALLW
Academic Computing Service The Open University Walton Hall Milton Keynes MK7 6AA England
Understanding
Technology
The Falmer Press, London. Technological
Press, London.
JOELGREENBERG
in Education: Edited by H. MACKAY M. F. D. YOUNG and J. BEYNON.
1991. 265 pp. ISBN l-85000-888-4.
and the Curriculum: Edited by J. BEYNON and H. MACKAY. The Falmer 1992. 207 pp. ISBN l-85000-986-4.
Literacy
These books are the first two of a series of three. Understanding Technology in Education (book 1) deals with the general issues of the relationship of technology and society, including education. Technological Literacy and the Curriculum (book 2) focuses more directly upon education. We assume from the title that Computers in the Classroom (book 3 to be published) focuses upon the classroom. The purpose of both books reviewed here is to provide ‘a tool-kit-a range of concepts and theories-for investigating how and why technology liberates or oppresses’ (book 1, p. 1). Later this is changed to using the concepts from the sociology of technology (p. 3). All three books address the question ‘Of what should technological literacy consist?‘, although it is not until the second book that this question is posed (p. vi). The books represent part of the exploration of technological literacy, carried out in the context of the National Curriculum for Technology. They are directed at teachers, to help in their development of the technology curriculum (book 1, p. 1 1), so it is curious that terms such as ‘technological capability’ and ‘technological awareness’ should not have been referred to-terms that would be familiar to many teachers.
Computer-Based
Instruction:
Methods and Development
391
(Second edition): STEPHEN M. ALLW
Academic Computing Service The Open University Walton Hall Milton Keynes MK7 6AA England
Understanding
Technology
The Falmer Press, London. Technological
Press, London.
JOELGREENBERG
in Education: Edited by H. MACKAY M. F. D. YOUNG and J. BEYNON.
1991. 265 pp. ISBN l-85000-888-4.
and the Curriculum: Edited by J. BEYNON and H. MACKAY. The Falmer 1992. 207 pp. ISBN l-85000-986-4.
Literacy
These books are the first two of a series of three. Understanding Technology in Education (book 1) deals with the general issues of the relationship of technology and society, including education. Technological Literacy and the Curriculum (book 2) focuses more directly upon education. We assume from the title that Computers in the Classroom (book 3 to be published) focuses upon the classroom. The purpose of both books reviewed here is to provide ‘a tool-kit-a range of concepts and theories-for investigating how and why technology liberates or oppresses’ (book 1, p. 1). Later this is changed to using the concepts from the sociology of technology (p. 3). All three books address the question ‘Of what should technological literacy consist?‘, although it is not until the second book that this question is posed (p. vi). The books represent part of the exploration of technological literacy, carried out in the context of the National Curriculum for Technology. They are directed at teachers, to help in their development of the technology curriculum (book 1, p. 1 1), so it is curious that terms such as ‘technological capability’ and ‘technological awareness’ should not have been referred to-terms that would be familiar to many teachers.