Теория и практика перевода. Терехова Г.В. - 92 стр.

who lacked classroom computers, but who had access to computer labs with at least
15 computers, gave students this substantial computer experience. Those with 1-4
classroom computers, as one would expect, were in between: 32% gave students
frequent opportunities to use computers.
        Thus, secondary teachers with 5 or 6 classroom computers are more likely to
use them on a regular basis than are teachers with access to computer labs containing
substantially more computers, but who have few, or no, classroom computers. Thus,
although labs with a dozen or more computers may appear to be the more valuable
resource, computers may actually benefit secondary classes         most as in-class
resource used by groups of students when needed to find, analyze, or communicate
information.
        This analysis does not take into account the economies that centralized
placement of computers involve. If several dozen teachers each had 5 classroom
computers instead of sharing 30 computers in computer lab, for example, four times
as many computers would be required. But if centralized placement of computers
does not result in students getting a substantial computer experience to pursue
academic goals, such aggregation may not be efficient. We found that, particularly in
secondary schools with their short- duration class periods, students are much more
likely to have a frequent computer experience classrooms with at least a 1:4 ratio of
computers to students. /37/

     2.2.10 Текст “Access to Computers at Home” (by Cathleen Norris, Neal
Topp)

        Cathleen Norris and Neal Topp describe a finding from the recent teacher
snapshot survey that complements Becker`s observations.
        While Becker`s research explored the impact of teacher’s access to computers
in school, here we explore the impact of teachers` access to computers in their own
home.
        There is a bit of folk wisdom that goes like this: teachers who use technology
for their own work, and thus see the value of the technology in their own lives, will
be more likely to have their students` use the technology. Here we present evidence
consistent with this aphorism. The evidence involves responses to “a snapshot
survey” that we administrated to teachers over the past year in schools, at
conferences, and most recently, online (snapshotsurvey.org). Our short questionnaire
examines teachers` computing activities, their beliefs about the roles of technology in
education, and the resources they feel they need to develop more effective
instructional practices.
        Table I summarises the responses from our snapshot survey of teachers with
contrasting levels of technology experience. The first column abstracts key findings
from a survey of approximately 70 grade schools teachers who competed and won
between $ 5,000-$ 10,000 grants (from the state of Michigan) for educational
technology projects. The second column abstracts findings from a survey of
approximately 140 grade school teachers from a rural school district in Michigan,