LEADER 03466 am 22006133u 450 001 9910315236403321 005 20170919160925.0 010 $a1-925523-85-3 010 $a1-922235-17-2 035 $a(CKB)3710000000530772 035 $a(EBL)4397870 035 $a(SSID)ssj0001581499 035 $a(PQKBManifestationID)16259867 035 $a(PQKBTitleCode)TC0001581499 035 $a(PQKBWorkID)14626309 035 $a(PQKB)11455980 035 $a(MiAaPQ)EBC4397870 035 $a(ScCtBLL)1e441d72-e869-43ee-884a-0ccef849dd6f 035 $a(EXLCZ)993710000000530772 100 $a20160414h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHow the computer went to school $eAustralian government policies for computers in schools, 1983-2013 /$fDenise Beale 210 1$aVictoria, Australia :$cMonash University Publishing,$d2014. 210 4$d©2014 215 $a1 online resource (241 p.) 225 1 $aEducation 300 $aDescription based upon print version of record. 311 $a1-922235-16-4 320 $aIncludes bibliographical references. 327 $aFront Cover; Preliminaries; Title Page; Imprint Page; Contents; List of Abbreviations and Terms; Acknowledgements; Dedication; Introduction: The Toolbox of the 21st Century?; Chapter One: From Laboratory to Classroom; Chapter Two: The Computer in Australia; Chapter Three: Teaching and Learning with Computers; Chapter Four: The Global Economic Arena; Chapter Five: We're All Online Now; Chapter Six: The Digital Education Revolution; Chapter Seven: The Persistence of Economics; Chapter Eight: The Disappearing Computer; References; Back Cover 330 $aFor more than 30 years, certain governments, individuals and organisations have actively promoted computers as learning technologies. Enormous amounts of money and time have been spent promoting specific kinds of educational computing, and policies by which these might be implemented. The view that computers can enhance student learning has gained broad acceptance. The computers should not automatically be associated with success in schools. The view that all school children will benefit equally from access to computers overlooks inequities associated with differing patterns of use. How the Computer Went to School gives an account of the origins and development of the computer industry in the United States and shows how these influenced educational computing in both the US and Australia. It explores government policy that prioritises the economic benefits of educational computing for the nation and questions the proper role of the computer in education more generally. 410 0$aEducation 606 $aEducation and state$zAustralia 606 $aComputer literacy$xGovernment policy$zAustralia 606 $aComputer-assisted instruction$xGovernment policy$zAustralia 606 $aComputers and literacy$zAustralia 608 $aElectronic books. 615 0$aEducation and state 615 0$aComputer literacy$xGovernment policy 615 0$aComputer-assisted instruction$xGovernment policy 615 0$aComputers and literacy 676 $a379.94 700 $aBeale$b Denise$0920383 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910315236403321 996 $aHow the computer went to school$92064396 997 $aUNINA LEADER 00882nam a2200241 i 4500 001 991002603189707536 008 141010s2014 it 000 0 ita d 020 $a9788870757620 035 $ab14201574-39ule_inst 040 $aBibl. Interfacoltà T. Pellegrino$bita 082 04$a809 100 1 $aPasserini, Giulio$0480124 245 10$aNemici di penna :$binsulti e litigi dal mondo dei libri /$cGiulio Passerini 260 $aMilano :$bEditrice bibliografica,$c2014 300 $a94 p. ;$c17 cm. 440 2$aI libri di WUZ 650 4$aScrittori italiani$xAneddoti 907 $a.b14201574$b10-10-14$c10-10-14 912 $a991002603189707536 945 $aLE002 Bibl. Ris. 595/006$g1$i2002001001695$lle002$op$pE9.90$q-$rn$so $t0$u0$v0$w0$x0$y.i15637025$z10-10-14 996 $aNemici di penna$9258534 997 $aUNISALENTO 998 $ale002$b10-10-14$cm$da $e $fita$git $h0$i0