Information Technology Reference
In-Depth Information
There were two principal reasons for wanting to develop an Australian Educational
Computer: so that Australian school children would have access to suitable, well de-
signed equipment; and to provide a development and manufacturing opportunity for
Australian industry [11].
3.1 Educational User Requirements
An Educational User Requirement Working Party was appointed early in 1985,
and soon provided an interim report outlining the many and varied educational needs
of computer users in schools. The report began by considering educational assump-
tions underlying learning situations in primary and secondary schools, based on a
statement from the Schools Commission report:
“The emphasis in efforts to integrate information technology in the cur-
riculum should be placed on developing inquiry and problem-solving
skills so that students can gain an understanding of the concepts, sym-
bolic terms and language involved. In this way information technology
will not be seen as applicable exclusively to any one curriculum area,
but as a tool for establishing meaning and communication, for classify-
ing and ordering data and experiences and for opening up new
approaches to learning” [10 :25]
They then listed learning situations in which computer use was considered appropri-
ate, including: brainstorming, inquiry learning processes, 'dialectic' problem-solving,
'procedural/technical' problem-solving and process writing. They then went on to con-
sider scenarios of activities and their organisation, including: classroom interest centres -
a primary school scenario; co-operative large group use; flexible and varied modes of
classroom use; project group use; gathering, organising and analysing information; de-
veloping language skills; computer assisted learning; expert systems; using computers as
a tool in existing subject areas; studying computer science; using computers in special
education; whole school use of computers; and evaluation of learning [12]. The report
then attempted to draw user requirements from each of these. For instance in the case of
co-operative large group use:
“User requirements as a consequence of this large group of learners
reacting to a single monitor would include an emphasis on the need for
a large clear video display visible to all students in the group and the
use of colour, graphics and sound/music capabilities.” [12 :12]
In summary the report highlighted: the need for a common user interface, the need to
consider a variety of user environments, the need for a modular compatible construc-
tion so that hardware and software can be added and subtracted later as required and a
need for adoption of current recognised standards [12].
3.2 Educational Technical Requirements
Education in Australia is the responsibility of the State Governments, the Common-
wealth's main role being in the co-ordination and funding of special projects. The
Technical Requirement Working Party [13] was set up in 1985 as an 'expert'
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