Теория и практика перевода. Терехова Г.В. - 90 стр.

exploit the procedural generality of programming while remaining in the familiar user
interface. Users today are generally at the mercy of software providers delivering
shrink-wrapped, one-size-fits-all, unmodifiable applications. With PBE, they could
create personalized solutions to one-of-a-kind problems, modifying existing programs
and creating new ones, without going through the arcane voodoo characterizing
conventional programming. /36/

     2.2.9 Текст “Teachers and Technology: Easing the Way” (by Henry J.
Becker)

         As technology professionals, parents, and community members, how can we
help grade school teachers integrate technology into the classroom?
         Asking K-12 teachers to integrate networked computers into the classroom is
the biggest challenge we have given them in the last 200 years. Stridently
admonishing them to change in the media isn’t the way to help them make the
transition. It is our responsibility to create the workplace conditions that enable,
complement, and support teachers.
         Technology’s disruptiveness is not unique to education; it has caused all
manner of stress in professionals from accountants to zoologists. But non-teaching
professions have generally been interacting with technology for upwards of 20 years,
first automating, and now infomating (the term represents uses of technology that go
beyond the automation of paper-and-pencil practices and truly leverage
computational capabilities) their activities. They have had time to amortize the pain
of adjusting their work practices to take advantage of technological advances.
         It is only now that teachers are hitting the technology wall, which was
avoidable in the 1980s and 1990s. In the 1980s, technology was segregated from the
curriculum, and computer literacy courses were taught by “computer teachers”. In the
1990s, technology became supplemental to the curriculum. Textbook lesson plans
had annotations at the bottom of the page instructing teachers to have children play,
say, the simulation program called “Oregon trail” if time permitted. Well, there is
never time in the school day for extra things! Thus, teachers avoided dealing with
technology for another decade.
         But today we are asking teachers to integrate technology into the classroom.
Schools are creating technology skills requirements for students, and standards bodies
such as the National Council for the Teaching of Mathematics and the American
Association for the Advancement of Science are identifying technologies that need to
be incorporated into subject areas and activities (such as the use of computer-based
probes to measure the quality of water in a local stream or lake).
         We can’t place the burden of change solely on the backs of teachers. We
must try to identify and understand the conditions that enhance the use of computers
in the classroom, and develop strategies to create those conditions in our schools.
         Towards that end, this column covers a broad range of topics, from examining
technology teaching practices to describing school district policies that lead to
effective use of technology, from analyzing teacher technology preparation programs
to business strategies for delivering technology-based products to the classroom. Our