Subject: Comments on, "Curriculum, Instruction and the Internet"
From: Andrew McNeil (andrewmcneil@email.msn.com)
Date: Mon 03 Jan 2000 - 08:00:43 MET
From: "Andrew McNeil" <andrewmcneil@email.msn.com> Subject: Comments on, "Curriculum, Instruction and the Internet" Date: Mon, 3 Jan 2000 07:00:43 -0000
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Andrew McNeil M.A. (Hons), P.G.C.E. , P.G.C.P.D.
Junior/primary teacher
Fife
Scotland
The terms and reference of the debate like any pedagogoc parameters are
determined by the historical and socio-cultural mores of the educator
speaking. Hence my respone to the debate.
As a "lurker" in the non-private i.e. fee-paying sector in Scotland I feel
the rationale and theory of IBL (Internet Based Learning or CMC (compuer
mediated learning) is very much determined by the now hectic interplay of
specific instructional strategies and (ever-changing curricula) with the
need to maximise economic output. In Scottish terms the traditional valuing
of ideas and civil society could be seen to be in a period of
transformation-or threat, depending on your viewpoint. Much is still rooted
to good educational practice and competencies therefore the same dynamics of
group interation, of differentiation, and of evaluation of resources by the
(still, mostly, trusted) class teacher will entail-perhaps, the integration
of this meta-tool.
In reference to the theory/textbook use of the internet:
-The dissemination of present skills and knowledge is a complex picture of
funding, teaching population, historical-educational foundations and the
workload of teachers.
-Theories of learning and teaching will be fundamentally affected by the
openess of resources-yet the conservatism of society-and crucially the
economics of access might ensure the demarcation of educator and educated
remains.
The raising of standards for the profession and all education would mitigate
against this.
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The Dunfermline watergaw skinklin abuin Bruce's kennin hert...
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