Information Transfer Vol 12 04

48 Pages·7.4 MB·English

by  NSW Computer Education Group

Volume 12 • Number4• Term Four. December 1992
Aboriginal Success
Computer Discrimination
Computer Educator of the Year
Christmas Wish List
Merry Christmas!
Communication Worksheets
Software Review: Claris CAD
Software Review: MS Publisher
Identifying High Order
Intellectual Skills
Book Review: The Turing Option
Happy New Year/
Registered by Australia Post Publication # NBP5123

Table of Contents
2 Editorial 19 Claris CAD in the Class
MOM
3 Computers Don't Peter Moore
Discriminate- or Do They?
Susan Hedgecoe 22 Identifying, Observing
and Developing High
7 Why The Aboriginal Child Order Intellectual Skills in
Succeeds At The Computer High School Students -
Br R. R. O'Donoghue Part I
Ian W. Parker
10 Miller Ecucation Centre- Re
furbished & Re-opened! 31 Christmas Wish List
12 NSW CEG 1992 Computer 32 Microsoft Publisher
Educator of the Year Neil Cant
Martin Maguire
37 Book Review: The Turing
15 Teaching Communication Option
with, Between, and from ESL/
NESB Students in 2Unit Corn 38 Membership Fee Increases
puting Studies
Margaret D'Lany
CENTRE PAGES
ACCE '93 handout
Advertisers
Acorn Apple Miller
Information Transfer Term 4 - 1992 1
As 1992 draws to a close we can sit back and consider Information Transfer (IT) is the
that for the CEG it has been a year well spent. journal of the NSW Computer
Education Group.
The high point of the year once again must be the
State Conference, but there are other events worth IT is printed at Graham Rowell Publica-
noting. In particular the beginning of an ambitious tions, Unit 3 Hopkins Place, Industrial
Park, Narooma. NSW 2546 and pub-
and on-going Inservice program, with programs for
lished by the NSW Computer Education
Early Childhood, Technology, LOGO and Comput-
Group once each school term.
ing Studies.
Correspondence relating to IT should be
For our country members, Ken Mascord ran a "West addressed to:
of the Mountains" Computing Studies miniconference
which was highly successful. Editor
Information Transfer
Chris Taylor of Bilgola Plateau Primary was named NSW Computer Education
Computer Educator of the Year. Group
Instructional Technology Centre
The International Space Year competition attracted Macquarie University
over fifty entries. NSW 2109
CEG Directors sat on various State and Federal All material published in this magazine is
copyright and may not be reproduced
Departmental committees, representing you, the
without permission. Such permission can
members, in attempting to get a more realistic and
be obtained by writing to the Editor.
equitable implementation of information technol-
ogy. The views expressed in signed articles
are personal views held by the author(s).
They do not necessarily reflect the views
Finally, throughout the year the Directors worked,
of the directors of the NSW Computer
via the monthly meetings and various sub-commit-
Education Group.
tees, to 'fine tune' the running of the CEG, assisting
office bearers via hardware and software purchases Your Contributions, whether they are
to do their jobs more efficiently. Remember that all letters, photographs, reviews, articles or
ideas are welcome.
the Directors are volunteers, and all have had many
Send them to the above address.
more demands on their time made this year- as have
all teachers. Your ideas and comments are eagerly
awaited.
Whatever we have been involved in, we essentially
do it because we like to, and we all want to give the
kids in our care the best opportunities we can.
But isn't it nice to have a rest! I don't know about you, Editor
but I intend to do some sailing, on a catamaran that Neville Fraser
gets too wet to keep a computer on board, or a mobile
phone, or any other technology more complex than a
Publicity
block & tackle!
Ted Sawyer
Have a Merry Christmas and a safe vacation.
Advertisers may contact the
NSW CEG by phone on
805 9456 or Fax'805 9453
Neville Fraser
ISSN 0813-4871
2 Term 4 - 1992 Information Transfer
Computers Don't Discriminate
-or do they?
Susan Hedgecoe, Ermington Primary School
Computer education has males who considered them- A sample of 283 children
attained the status of one of selves to be regular users. The from two schools in suburban
the "basics" of education so secondary situation, however, Sydney completed question-
often discussed today. Soci- was quite different with many naires, which provided infor-
ety demands that its children more male users than female mation regarding computer
be computer literate when users. The difference in access. The ages of the chil-
they emerge from the educa- results between the two levels dren ranged from 7 to 12
Lion system. Access to corn- of schooling suggests the years and they were from
puter education for children in question: Years 2 to 6. Groups of
our schools has thus become a questions were generated to
concern of modern educators. Is something happening assess children's
in secondary school to turn (i) computer experience
I f we are to ensure such girls against computing or
computer literacy, schools does the change begin before (ii) computer under-
must assume the responsibil- then - in the senior primary standing
ity for including computer use years? (iii) appreciation of
in all academic areas at every computers
level of education. If this is The study described in this
not the case, then the equality article was designed, in part, The information gleaned from
for which we strive in educa- to address this question. It is the responses to the question
tion will be the victim. concerned with computing at naire are considered within
However', 112figlInlly efigmlfinicauntt eftfrerremace see-sitenseottyjpf®s bettweenn
Vine DIDGys lure Hue finnvolived n® aline study was rdemittfefleall.
Most research into computer the primary school level and it these three categories of
equity has been conducted in attempts to evaluate the role computer access.
secondary rather than primary of gender on computer access.
schools. The initial introduc- A broad definition of "com-
Computer Experience
tion of computers into school puter access" has been em-
education was via the second- ployed. The term is assumed
To gauge children's computer
ary school, common usage of to incorporate not merely
experience, the range of
computers in primary schools physical access to hardware
computer activities in which
being quite recent. or "hands on" but also access
they had been involved was
Fitzgerald, Hattie and Hughes to
measured. Such possibilities
(1986) performed a meta- * knowledge about
as "making pictures", "using a
analysis of empirical studies computers and their role in
data base", "writing stories"
of computers in schools and a society
were involved.Analysis of
survey of 1835 students from * teacher expertise
the results obtained indicated
thirty-six Australian schools. * a wide variety of
that
Both their meta-analysis and software
the boys and the girls in the
their survey showed that in * critical discussion of
sample had equal computer
primary schools there were issues pertaining to informa-
experience.
equal numbers of females and tion technology
Information Transfer Term 4 - 1992 3
Computer Appreciation of of computers. Boys, however,
Understanding Computers considered themselves to have
greater computer interest
Equality of understanding was Children's appreciation of
than, and superior computer
assessed by investigating computers was investigated
ability to, girls.
children's understanding of by three measures
(a) interest in comput-
This is an interesting discrep-
(a) the concept of ing
ancy which may assist in
computers and their technol- (b) critical perception of
understanding why girls'
ogy, and computer technology
interest is not maintained in
(b) the role of the com- (c) level of unbiased
secondary school. Boys and
puter in today's society attitudes towards educational
girls expressed the same level
opportunity (in computer
of interest and girls believe
While there was no gender activities)
they are as capable as boys
difference in understanding There is often an assumption,
when using computers but
the concept of computer particularly by software
boys perceive themselves as
technology, boys did have a manufacturers, that boys are
more interested and capable.
greater understanding of the more interested in computing
It is important that, at the
role of computer technology than girls. There is some
primary level, girls firmly
in today's society. Thus evidence to indicate that this
believe they are on an equal
while primary school girls is indeed the case by the time
footing with boys in compu-
understand computer opera- children reach the early years
ter matters. The conviction
tion and terminology as well of secondary schooling
that they are more capable
as boys, this understanding (Wilder, Mackie and Cooper,
helps to explain the greater
does not transfer across to an 1985; Fitzgerald et al., 1985).
computer confidence of
understanding of the compu- No such evidence was pro-
secondary and teriary males
ter's role in society. Boys duced by this study.
and there greater assertiveness
have a greater knowledge of
in the computer classroom
the practical application of Nor was there any evidence of
(see Wilder, Mackie and
computer technology than difference based on gender in
Cooper, 1985; Culley, 1986;
girls. children's critical perception
Sian and Macleod, 1986;
of computer technology. Girls
Crawford, Groundwater-
The gap or lack of transfer and boys in the primary
Smith and Millan, 1990).
indicated by the results could school were equally aware of
provide us with a vital clue in the potential and limitations
Overcoming the
explaining girls' access to of computer technology.
Inequities
computers in the secondary
school relative to boys. If children are to possess The staffs of the schools
attitudes of equality towards involved in this study were
If girls had a greater under- educational opportunity then aware of the risk of unequal
standing of the ways in which their attitudes to computers computer access and meas-
computers are used in every- must be free of gender bias. ures had been introduced to
day life, they may see a However, a highly signifi- ensure equal access. Children
greater need for continuing cant difference in sex-stere- used the computers on a roster
their use of computers in the otyping between the boys basis rather than as a reward;
secondary school. Obviously and the girls involved in the girls were encouraged to
more emphasis needs to be study was identified. transport and set up comput-
placed on developing a ers as often as boys; girls, as
greater understanding of the The girls considered that girls well as boys were trained as
role of computers in society and boys were equally inter- computer "experts" or help-
among primary school girls. ested and capable in their use ers.
4 Term 4 - 1992 Information Transfer
In spite of these precautions would be of interest to both search which shows that girls'
the study identified two areas boys and girls. computer ability is at least
of inequality between boys equal to that of boys (e.g.
and girls. Both of these areas (ii) Development of unbiased Linn, 1985). Computer work
need to be addressed by attitudes towards educational completed by girls in the class
teachers if we are to increase opportunity could be shown by way of
computer equity in the class- illustration of girls' capabili-
room. Any such attempt The girls in this study had the ties. Demonstrations, either
would need to be two- more unbiased attitudes actual or videoed, of women
pronged. towards educational opportu- computer scientists or women
nity in computing activities. in factories controlling com-
(i) Computer Course Content Therefore, perhaps girls are puters, could be of use in this
The ubiqitous nature of com- not the main group to be context. Women computer
puters must be understood by targetted by educators bent on users could be invited to
girls if they are to be con- equalising computer access. inform children about their
vinced of the need to continue The cause of equitable com- work.
using computers through their puter access may be better
secondary careers. If girls served if we target boys. Computer inequities are not
realise the practical applica- Unbiased attitudes need to be so great that we cannot over-
tions of computes their inter- developed in boys, so that come them. By our aware-
est may well be sustained they will not overrule girls in ness of the existence of such
through the highly "social" the computer classroom. inequities and by our identifi-
years of adolescence. A cation of their nature, we
component of any primary An appeal to the sense of "fair have, as educators, made the
computer course then, should play" could produce results, first step in equalising all
be a study of everyday uses of as could discussion of re- childrens' access to comput-
computers in a way that ers.
References
Crawford, K.et al Gender and the Evolution of Computer Literacy
Sydney: Computer Education Unit 1990
Culley, L. Gender Differences and Computing in Secondary Schools
Loughborough: Dept. of Education 1986
Fitzgerald, D.et al Computer Applications in Australian Classrooms
Canberra: Australian Government Publishing Service 1985
Linn, M.C. "Gender Equity in Computer Learning Environments"
in Computers and the Social Sciences Vol.1, No.1 1985
Siann,G. and Macleod,H. "Computers and Children of Primary School Age: Issues and
Questions" British Journal of Educational Technology Vol. 2-17, pp133-134,
May 1986
Wilder,G., Mackie,D. and Cooper,J. "Gender and Computers: Two surveys of computer-related
attitudes" in Sex Roles Vol.13 , nos.3/4 1985
Information Transfer Term 4 - 1992 5
Why The Aboriginal Child Succeeds At The Computer
Brother R.R. O'Donoghue
(Reprinted with permission from The Aboriginal Child at School, Vol. 20 no. 3)
Recently I asked a young dents. With the exception of ware which generally call on
teacher who made much use Kununurra, where 25% of the strength in language and
of the computer in her class- students are white, all the numeracy occupies a minor
room, "Why do Aboriginal students are Aboriginal. role. Children who have the
children succeeed at the HARDWARE AND greatest difficuty with reading
computer?". SOFTWARE will find "Zap the Numbers" a
Primary classes use Acorn good distraction. Boys, par-
She gave these reasons: BBC computers while the ticularly, are quite happy to
Secondary pupils have IBM Time-zone their way through
1. Racial differences go out compatibles. The software for these programs over and over
thew window. the BBC's is that found in again. I have seen children
2. Ability groups do not city schools- very British and succeeed with "number
matter- all are happily in- western in culture. This is not Painter" just by remembering
volved. to say that it is not worth- what they did last time- there
3. Concepts, eg direction, while; the strongly realistic is no need to know the tables
come early. educational approach of the of addition and subtraction
4. Hastens sight-word recog- BBC software gives these when visual memory can do
nition. programs a universal appeal it.
5. Adult helpers are well that all children respond to.
employed. "Podd" is loved by all; The most used software is the
"Albert's House" is under- adventure/simulation type-
stood and enjoyed by children "Wizard's Revenge"
While this is the experience of who live in shanty huts and "Dread Dragon Droom"
only one keen, dynamic "Zoopak" brings cheers when "Dinosaur Discovery"
teacher, the points made Petra is found or the Giraffe "Goldfields"
indicate some of the findings I put together again. To date, "Animal Rescue"
have made in my work as the same cannot be said for
Resource Colleague for seven the IBM software for second- It is most absorbing to take a
Aboriginal schools in the East ary students. group of Aboriginal children
Kimberley in the past four through "Space Mission
years. As in all schools, word Made, working together to
processing is common. make our way through the
"Edword", the "Wordsmith" puzzles. Aboriginal children
The schools I attend stretch and "Prompt/Writer" are the are used to co-operative
over 700 km from St Joseph's most popular. Children write enjoyment and all, weak and
Wyndham in the north to John in English and Teaching strong, are brought into the
Pujajangka Piyirn at Lake Assistants put their hand to exercise.
Gregory in the south. The translating their stories into
other schools are at Kukatja and Walmajarri GAMES VERSUS
Kununurra, Warmun, (Lake Gregory) or Kija THINKING
Billiluna, Ringer Soak and (Warmun). One interesting issue is
Hall's Creek. Enrollment whether or not to use arcade
ranges from 50 to 150 stu- The drill and practise soft- games like "Pacman". After
6 Term 4 - 1992 Information Transfer
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We believe that this team of people has helped
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II Dedicated to learning
Dedicated •
to learning
Information Transfer Term 4 - 1992 7
some trials and observing the conjunctions, etc, must be This aspect of the situation
disturbing effects on learning, sorely tried by our compound seems very obvious to me.
motivation, peace in the sentences, subordinate Most of these children speak
classroom and care of equip- clauses, and other complexi- one or two of the following
ment, all teachers soon had to ties of our language. Most of languages: Kukatja, Jaru,
withdraw the programs. It the text used by children, Walmajarri, Kija, Kriol.
seems to me that games soon even in their writing, is narra- Their spoken and written
become boys territory. They tive or recounting; expository English is practised almost
take to them more quickly and text creates many problems. entirely in school which, for
assert their physical and vocal some, could be less than 50%
strength to get ownership of Numeracy causes even greater of the school year. What a
the keyboard. Girls tend to worries. Tables have little relief it must be for these
back off under the pressure relevence and addition and children to give their whole
and lose interest. subtraction are rather mean- attention to the visual thrills
ingless to Aboriginal children. without having to translate
On the other hand, it is my "Zap the Numbers" is very what is almost a foreing
experience with Aboriginal reliant on memory and boys language and, after all, it is
children that the girls are able succeed here fairly well. the language of the conqueror.
to make the most of the SOME REASONS FOR In the development of literacy
ordinary programs. and numeracy skills, the
I put this down to: computer can be a great
a. Girls tend to have a greater motivator. If student applica-
affinity for language; their tion and concentration are any
reading habits are better SUCCESS guide, then they are making
developed. One thing is evident in using progress. But, if we watch
b. There seems to be a computers with children: children playing Nintendo
greater appeal for girls in the computers msmerize and making progress, we see the
programs that call for some challenge them. I offer some same strengths- but what sort
anylitical thinking about ideas why: of progress is being made? It
character and plot. 1.C omputers are friendly, is quite common to see even
they encourage rather than Secondary school children
chide. continue playing basic addi-
2. Computers offer colourful tion games for a whole year
LITERACY graphics and quick dynamic with no wish to move to
AND NUMERACY action. Aboriginal children subtraction etc. Leaving
We must remember that have strong visual/spatial children at the computer to do
English is a second language memory skills. what they like is no way to
for most of the Aboriginal 3. There are many programs success.
children. How would white which do not depend on THREE PRINCIPLES
children manage "granny's reading skills; the children
Garden" in German or can exploit their learning style
Japenese? The children up of "learning from watching".
north lack the semantic and 4. The absence of the spoken
syntactic skills that these word removes one of the
programs assume are in every greatest difficulties for the I think that it is important to
day use. Aboriginal child- the diffi- keep in mind the following
culty in listening to and when we want to get the most
Some exercises are quite understanding what is being out of the use of the compu-
threatening. Children who said, especially by a white ter:
have little use for pronouns, teacher.
8 Term 4 - 1992 Information Transfer