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De auteur start in 1925 bij de eerster leermachines van Sidney Pressey, vervolgt met de teaching machines van Skinner in de jaren '50 en '60 en behandelt daarna het PLATO-systeem uit de jaren '70. Vervolgens bespreekt hij het computerondersteunde onderwijs van de jaren '80, de doorbraak van het internet in de jaren '90 en de vijfvoudige leer-werkmachine, in de vorm van de laptop, van de jaren 0. Bovendien beschrijft de auteur wat er in het onderwijs gebeurde met de fim, radio en televisie en in de huidige tijd met de zoekmachine. Hierdoor ontstaat een goed beeld van de tachtigjarige geschiedenis van de precaire verhouding tussen technologie en onderwijs. (Bron: covertekst)

071406.jpg --- Onderwijstechnologie --- Educational innovations --- Educational technology --- Instructional technology --- Technology in education --- Technology --- Instructional systems --- Teaching --- Education --- Innovations, Educational --- Technological change in education --- Educational planning --- Educational change --- Aids and devices --- Innovations --- Technological innovations --- Experimental methods --- Educational innovations. --- Educational technology.

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This publication reveals a number of interesting examples of innovative programmes using ICT that can increase access to learning out-of-school youths and adults. The papers show that ICT can be one way -- but by no means the only way -- to improve pathways to learning. It can do this by tailoring learning to the needs and preferred learning styles of the disadvantaged, and it can make learning more interesting by providing immediate feedback. A third message is that just as adult learning itself has been the under-funded and under-appreciated Cinderella of the formal learning spectrum, so the application of ICT within adult learning has tended to lag behind much of the rest of the education system. The present volume provides some cautionary remarks on the recent past and opens up some significant opportunities for the future.  

Adult education --- Educational technology --- Education des adultes --- Technologie éducative --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Adults, Education of --- Education of adults --- Education --- Continuing education --- Open learning --- Aids and devices

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Educational technology --- Technology --- Education --- Technologie éducative --- Technologie --- Periodicals. --- Périodiques --- Education. --- Educational technology. --- Technology. --- Applied science --- Arts, Useful --- Science, Applied --- Useful arts --- Instructional technology --- Technology in education --- Children --- Education of children --- Education, Primitive --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Science --- Industrial arts --- Material culture --- Educational innovations --- Instructional systems --- Teaching --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Training --- Aids and devices

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In the last years, we have witnessed significant advances in technology, which have not only changed our world but also become part of modern life. And like any other aspect of our lives, our work in the field of Languages for Specific Purposes (LSP) has also been transformed by technology, especially by the use of computers in our daily tasks as teachers and researchers. The purpose of this volume is to offer an overview of an ample variety of applications of IT in the field of LSP. It is addressed to a wide audience that includes LSP teachers and researchers, although the contents may also be relevant to applied linguists working in other fields. This book contains research studies as well as educational experiences and proposals, presented from different perspectives and backgrounds (both geographical and cultural), all of which are theoretically grounded and with a clear and sound rationale. Thus, the reader will find a variety of educational projects and research studies situated in specific educational contexts and in particular geographical locations. Although not intended for generalization, they are valuable technology-based educational solutions that offer new insight and reflections that will help readers create their own tools and carry out further research. For this reason, the book focuses on central topics that have awakened the interest of LSP professionals. In turn, this thematic selection has helped us organize the chapters into related sections covering the main areas of research and practice in the field.

Linguistics. --- Linguistics --- Computer programs. --- Linguistic science --- Science of language --- Language and languages --- Language and languages. --- Education. --- Applied linguistics. --- Language Education. --- Educational Technology. --- Applied Linguistics. --- Linguistics, general. --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Education --- Language and education. --- Educational technology. --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Educational linguistics --- Aids and devices

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ICT has profound implications for education, both because ICT can facilitate new forms of learning and because it has become important for young people to master ICT in preparation for adult life. But how extensive is access to ICT in schools and informal settings and how is it used by students? Drawing on data from the OECD’s Programme for International Student Assessment (PISA), Are Students Ready for a Technology-Rich World? What PISA Studies Tell Us, examines whether access to computers for students is equitable across countries and student groups; how students use ICT and what their attitudes are towards ICT; the relationship between students’ access to and use of ICT and their performance in PISA 2003; and the implications for educational policy.

Science and Technology --- Education --- Computer-assisted instruction --- Educational technology --- Social Sciences --- Theory & Practice of Education --- Computer-assisted instruction. --- Educational technology. --- Instructional technology --- Technology in education --- CAI (Computer-assisted instruction) --- Computer-aided instruction --- Computer-assisted learning --- Computer based instruction --- Computer-enhanced learning --- Electronic data processing in programmed instruction --- ILSs (Integrated learning systems) --- Integrated learning systems --- Microcomputer-aided instruction --- Microcomputer-assisted instruction --- Microcomputer-assisted learning --- Microcomputer-based instruction --- Teaching --- Data processing --- Technology --- Educational innovations --- Instructional systems --- Programmed instruction --- Telematics --- Aids and devices