Теория и практика перевода. Терехова Г.В. - 91 стр.

intent is to provide the Communications reader with concrete suggestions on how to
improve technology use in your local schools.
        ACCESS TO CLASSROOM COMPUTERS
        (Henry Becker of the University of California, Irvine, summarizes a recent
national survey of U.S. teachers and instructional practices with technology. Becker
and colleagues have been faithfully documenting the changes affecting teachers and
schools for the past 15 years with regards to computational and informational
technologies).
        When computers professionals imagine a well-equipped elementary and
secondary school, many picture a room full of students, or pair of students, each
working independently on a computer. This image stems from how they view the
typical adult computer experiences. (My image is of a large office divided into semi-
private cubicles – a white collar factory.) Magazine articles have supported such
views, with illustrations of computer labs full of students looking at their individual
screens. Also, schools have invested heavily in shared spaces, where teachers can
purportedly maximize use of the space by having students use the equipment for an
assigned hour each week.
        Yet, is this the most sensible way to organize school computer use? Is this
how students best exploit computer technology to learn difficult conceptual ideas –
by having each student work independently at a computer for one or two preselected
hours that are designated as weekly computer time?
        A substantial body of evidence suggests that students don’t develop a deep
understanding of subject in such a piecemeal fashion. Instead, competency develops
(in the use of technology tools or any other resource) when tools can be called upon
as they become relevant; that is, in the context of doing work. The ideal structure for
using computers in pursuit of academic learning may not be a computer lab of 15 to
30 computers, but instead an environment in which each classroom has a modest
number of shared computers, say 5 to 8, that service a portion of the intellectual
activity going on in that classroom.
        In our survey, Teaching, Learning, and Computing (TLC), a team of
researchers from the University of California, Irvine and the University of Minnesota
investigated the instructional uses of computers at more than 1,000 schools.
        Among our investigations was an examination of the extent to which teachers
took advantage of classroom and laboratory – based computer facilities. We found
that teachers generally have access to shared computers laboratories or general
resource areas such as a library or media centre, which tend to be set up to
accommodate many students. (The typical lab has 21 computers, while the typical
classroom has only two.)
        The problem with having computers sequestered in labs is that teachers don’t
appear to make use of them as frequently. We found that teachers with 5 or more
classroom computers are more likely to give frequent computer assignments than are
teachers with access to computer labs with 15 or more computers.
        Among the secondary school teachers we surveyed, 62 % of those with at
least 5 classroom computers gave students a reasonable frequent opportunity to use
computers (more then 20 occasions during most of a year). Only 18% of teachers
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