Computers:

No abstract available for this article.     

Hardware: Portable Computers / Software: Computers in the School

No abstract available for this article.     

Computers in Classrooms:

No abstract available for this article.     

Teaching with Computers:

No abstract available for this article.     

Computers in Education:

No abstract available for this article.     

Computers in Gifted Education:

No abstract available for this article.     

Computers and Gender Differences:

No abstract available for this article.     

Beyond Computers as Tools:

No abstract available for this article.     

Computers: A Researcher's View

A communication aid? A complex version of a teaching machine? A means of developing basic cognitive skills? Three possibilities are suggested by a researcher, Dr Jim Howe head of the Department of Artificial Intelligence, Edinburgh University     

Computers for Special Needs Populations:

No abstract available for this article.     

Computers and language learning: misguided assumptions

There has been a rapid increase in the availability of computer assisted instruction (CAI) software for teaching oral language skills. Despite the growing popularity of CAI in education, such an approach to language teaching fragments and isolates language learning from the context of its use and conflicts with current theory and research in language development and learning. The greatest potential for microcomputers in language learning may be as a medium for increasing student opportunities for using language by bringing students and teachers together around a shared activity.     

Computers and Students with Behavior Disorders:

No abstract available for this article.     

Computers in 2001: Preparing educational administrators

Conclusions These findings are important to educational leaders, especially those in higher education, who are responsible for allocating resources for microcomputers. Recommendations for the selection of appropriate hardware can be derived from this analysis of current computer use and of expected changes. That computer facilities need upgrading in the next decade is clear. The purchase of new Macintosh and MS-DOS microcomputers would fit the needs of a majority of educational administration students. Of the program coordinators and professors with computer expertise who responded to the survey, 43 percent believe that their graduate students are gaining more access to computers in places other than the university. College of Education computer laboratories should be more open to students in educational leadership programs, and these programs should make the availability of appropriate hardware and software a priority. Understanding the extent to which educational administration programs train their students in computer use is of paramount importance in assessing curriculum development and its concomitant hardware demands. She has published reviews and articles on various aspects of computers in education.     

Children and Computers: Greek Parents' Expectations

This survey investigated the expectations of Greek parents with regard to the potential impact of children's computer use on the fields of education, interpersonal relationships, and professional and social life. A questionnaire was used, which was answered by 1,028 parents of children aged 10-11 and 14-15, from schools in Thessaloniki, Greece. The factors that were studied were: the socio-cultural environment of the parents, the sex and age of the children, and whether or not the parents had any knowledge of computers, kept informed about computers, used computers at work, or had a home computer. The results show that parents have positive expectations of their children's use of computers in the professional and social domain and to an extent in education, while many parents express technophobic feelings with regard to their children's interpersonal relationships. Negative expectations are limited to the educational and professional/social sphere, and are particularly strong with regard to the domain of interpersonal relationships. Lastly, uncertain expectations are considerable, and concern both education and interpersonal relationships. Les enfants et les ordinateurs: Les attentes des parents grecs. Cette enquête a etudié les attentes des parents grecs concernant l'impact de l'ordinateur sur les enfants dans le domaine de l'éducation, des relations interpersonelles et de la vie professionnelle et sociale. On a utilisé un questionnaire qui a été répondu par 1028 parents des enfants Âgés de 10-11 et de 14-15 ans, de differents établissements scolaires de Thessaloniki, Grèce. Les facteurs étudiés étaient les suivants: le status socio-culturel des parents, le sex et l' Âge des enfants, la connaissance et l' information des parents sur l' ordinateur, l'usage de l' ordinateur par les parents au travail et la possession d'un ordinateur À la maison. Les résultats ont montré que les parents ont des attentes positives À l'usage de l'ordinateur par les enfants en ce qui concerne le domaine professionnel et social et dans une certaine mesure, le domaine éducatif. Toutefois ils expriment des sentiments technophobiques dans le domaine des relations interpersonelles. Les attentes négatives sont limitées dans les domaines éducatif et professionnel/social mais elles sont particulièrement fortes dans le domaine des relations interpersonelles. En fin les attentes incertaines sont significatives tant dans le domaine éducatif que dans le domaine des relations interpersonelles. Kinder und Computer: Erwartungen griechischer Eltern. Diese Umfrage untersucht die Erwartungen griechischer Eltern über die Auswirkungen auf ihre Kinder durch den Einsatz von Computern im Lernbereich, Zwischenmenschlichen Beziehungen und im Berufs- und Gesellschaftsleben. 1028 Eltern mit Kindern zwischen 10-11 und 14-15 Jahren an den Schulen in Tessaloniki, Griechenland, füllten einen Fragebogen aus. Folgende Faktoren wurden beachtet: das sozio-kulturelle Umfeld der Eltern, Geschlecht und Alter der Kinder , haben die Eltern Computerkenntnisse oder interessieren sie sich für Computer, benutzen sie sie am Arbeitsplatz oder daheim. Die Ergebnisse zeigen, dass Eltern positive Erwartungen an ihre Kinder haben im Umgang mit Computern im beruflichen wie auch im gesellschaftlichen Bereich und zum grossen Teil auch im Unterrichtsbereich. Im Gegensatz dazu haben viele Eltern technophobische Gefühle in bezug auf den interpersonellen Umgang ihrer Kinder. Negative Erwartungen beschränken sich auf den schulischen und professionellen/sozialen Bereich und insbesondere auf die interpersonellen Beziehungen. Der Anteil ungewisser Erwartungen ist hoch und betrifft Schule und interpersonelle Beziehungen.     

Home Computers Industy

1．have改为has。此句的主语是industry。2．在last前加the，青示特指“最近10年”。3．此行无错。4．what改为that，关系代词that作定语从句的主语。5．删去more或改more为much，此句中有cheaper前后要一致。6．when改为while，此处的从属连词while并非表示“当……的时候”，而是含有“对照之意”，表示“也；却”的意思。