Proceedings of CSCL '97: The Second International Conference on Computer Support for Collaborative Learning, December 10-14, 1997, University of Toronto, Toronto, Ontario, Canada

By Rogers Hall; Naomi Miyake et al. | Go to book overview

Information Technology (IT can be used as a means to deepen and enhance learning by focusing on developing IT literacy. This promotes critical consciousness which enables students and teachers to make informed choices about the way they use and respond to such technologies. We must prepare students and educators to think and act in a high tech society through practical applications which are embedded with sound theoretical foundations such as those outlined in this paper.

Quadrilha
John loved Teresa who loved Raymond, who loved
Mary who loved Joachim who loved Lily who didn't
love anybody. John went to the United States, Teresa
joined a convent, Raymond died in an accident, Mary
remained single, Joachim vanished, and Lily married
J. Pinto Fernandez who had no part in this history.
(By Carlos Drummond de Andrade)
After reading, ask students the following questions:
What is the 17th word of the poem? How many times
does the word "loved" appear? Then, lead your
students to reflect on how they got their answer and
what information was necessary to answer these
questions.
Possible responses: Record, retrieve, take notes,
counting, calculating, and so on. Highlight the
concepts of memory and data processing, comparing
how humans and computers work.
Don't forget to emphasize that people create,
machines perform, repeating what people "tell" them
to do. For example, people can create a different
outcome of the poem. Although machines can be
programmed to generate random and different
outcomes, these outcomes must still be defined by
the people who conceived the program. It is
important that we remind our students that this is not
magic.
( Jurema & Costa Lima, 1993)
Figure 2

Our practical applications remain in progress and will continue to develop. We share an international perspective, construction of experience, and reflection and analysis of different situations which assist us to further develop concepts as we work with teachers and students in Australia, Brazil, and USA. The use of technology to enhance learning can be viewed from multiple perspectives through such international collaborations.


References

1. Andrade, C. D. ( 1976) Reunião: 10 Livros de Poesia, Rio de Janeiro: José Olympio.

2. Bowers, C. A. ( 1988). The cultural dimensions of educational computing. Understanding the non- neutrality of technology. (Vol. 1). New York: Teachers College Press.

3. Coulsen, J., Estavan, D. P., Melaragno, R., & Silberman, H. F. ( 1962). Effects of branching in a computer controlled auto-instructional device. Journal of Applied Psychology, 46, 389-392.

4. Dalmau, M. D., Jurema, A. C., Ketterer, K., O'Rourke, M. ( 1997, July 24-Aug2). Conquering Cyberspace, ICC ( Australia)/ACCEL, Victoria University of Technology, Melbourne, Australia.

5. Dudley-Marling, C. & Owston, R. D. ( 1988). Using microcomputers to teach problem solving: a critical review, Educational Technology 28(7), 27-33.

6. Gilman, D. ( 1967). Feedback, prompting, and overt correction procedures in non-branching computer-assisted instruction programs. Journal of Educational Research, 60, 423-426.

7. Freire, P. ( 1970). Pedagogy of the oppressed ( Myra Bergman Ramos , Trans.). ( 20th anniversary edition ed.). New York: Continuum.

8. Freire, P. ( 1985). The Politics of Education: Culture, power and liberation. New York: Bergin & Garvey Publishers, Inc.

9. International Connectivity & Capacitation (ICC Australia, Brazil, USA). ( 1997). ICC's Conquering Cyberspace. [Online] Available: http://www.iteci.com.br/∼icc [ 1997, June].

10. Jurema, A. C., and Costa-Lima, M. E. ( 1993). Informática para crianças e adolescentes. Recife, PE: ITECIedições.

11. Jurema, A. C., Costa-Lima, M. E., Dalmau, M. C. , Jurema, M. ( 1995, October 17-20, 1995). Towards a pedagogy of Informatics. Paper presented at the CSCL'95. The First International Conference on Computer Support for Collaborative Learning, Indiana University. Bloomington, Indiana, USA.

12. Koschmann, T. (Ed.). ( 1996). CSCL: Theory: and practice of an emerging paradigm. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.

13. Kreuger, L. W., Karger, H., & Barwick, K. ( 1989). A critical look at children and microcomputers: Some phenomenological observations. In J. Pardeck. and J. W. Murphy

-134-

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