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Re: What Do Teachers need to teach?
I have folllowed this dicusssion with keen interest.
This is the most sensible thing I have seen on the subject.
I am a Principal at a small rural school in New Zealand. I have a basic
knowledge of computers. Much of my wn development is self taught. It
involves maintaining my own and school computers, of which we install a
suite of 5 using Win 98 workgroups tomorrow. I have been struggling with
LINUX for about a month . . but it is still a mystery to me, but I like the
things you people claim it gives us. But Windows works now!!!!!! I can set
it all up and get it working and my stafff can do things with it right
now!!!! This is the standard people expoect. . . . for my staff computers
are a tool . . We are a year 1 to 6 school (Ages 5 to 11 years).
Any thing else and the computers would sit and collect dust.
Computers are to serve a number of purposes
as a communication tool: e-mail, multimedia presentations, web pages,
as an information gathering tool: The net, CD-ROM's
as an information analysis tool: Data base, spreadsheet, graphing etc.
as a tool to deliver specific computer assisted learning.
I am not knocking what you are trying to do!!!! but I have to make things
My hope is that I can establish a network of interested teachers in
Southalnd NZ, then greater NZ and that we can help each other to get to
grips with LINUX.
At 12:39 09/23/1999 -0700, you wrote:
>I want to shift the focus a bit.
>There are as many different kinds of teachers as there are people. Each
>person approaches the task differently, and I think we need to focus a
>bit on those things a teacher need to do the job.
>1> A teacher needs different information for grades K-6 than for say
>grades 6-12 (intentional overlap) and a college professor's needs are
>2> A teacher needs different information to teach computer basics
>than to teach a specific application which differs again from
>3> A teacher needs to have a CLEAR understanding of the information,
>and outside of the seminar/classroom model, narritve materials are just
>as useful as HOW-TO's. It is often easier to work from "printed on
>paper information" if one is not accoustomed to sittin in front of a
>monitor for hours on end.
>4> Plan materials with the concept of time in mind. Most teachers
>teach more than one subject or subdivision of a subject, and need time
>to prepare for the next lesson. With less than an hour between classes,
>it is important that the material be divided into small segments of
>5> Consider that these teachers have never used a computer beyond the
>basics of word processing, spreadheet and browser. The material should
>be availible in three levels, each covering the same information in a
>different manner. There is a great deal of importance in providing
>information in terms many laypersons can understand. There are only a
>few teachers that have achieved the highest levels of computer
>knowledge, most are actually closser to the novice level.