This thesis investigates the views of Greek teachers anticipating the introduction of computers within the primary curriculum. Teachers' attitudes are explored in relation to the potential of computers in the primary education. The role of computer technology in learning is reviewed focusing on psychological theories of learning which have informed developments in the field of computer-based learning. Constructivist and social-constructivist approaches are explored and issues of cognitive development, computer software design and pupils' talk whilst children working collaboratively with computers are addressed. Important issues considering the anticipated implementation of computers in the primary classroom are emerged. These issues emphasise the importance of interactivity within the computer learning environment, gender equity and the role of the teacher in learning with computers. The research analysis reports on the factors accounting for teachers' views in relation to the above issues. The thesis concludes with a discussion of the factors that determine Greek teachers' views about learning with computers postulating possible changes which could occur.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:488089 |
| Date | January 2001 |
| Creators | Armaos, Remos |
| Publisher | University of Manchester |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
Page generated in 0.0022 seconds