"640KB ought to be enough for anybody."

Jackman.


On Thu, 21 Oct 2004 14:15:24 -0500, Nord, Al <[EMAIL PROTECTED]> wrote:
> The sad problem with the teachers in the Superior Wisconsin School
> district was that most of them were trained and familiar with the
> Apple/Macintosh computers. These teachers still have not received
> additional training on the pee-cees. In one computer lab they got 20
> pee-cees to replace over 50+ missing computers that were destroyed.  Of
> the 20 brand new computers 4 of them were dead out of the box and it
> took over a month to get them repaired. This was ok because there was no
> educational software purchased to use on these computers. So the
> students continued to use the few Macintoshes that the Teacher had
> locked up before the school year ended. I am sure that today these 20
> pee-cee computers are not getting used like the Apple computers they
> replaced were. One thing that disappointed me was that the Wisconsin
> bureau of prisons did not want any of the Apple keyboards or mice so the
> janitors had to fill and get the dumpster emptied 3 times to get rid of
> all of these useless keyboards and mice.  A lot of these Apple computers
> were purchased with Federal money and the school district could not
> destroy them but nobody is holding them accountable for the waste of our
> tax dollars
> 
> 
> 
> 
> -----Original Message-----
> From: Apple2list [mailto:[EMAIL PROTECTED] On Behalf Of
> Byron Q. Desnoyers Winmill
> Sent: Thursday, October 21, 2004 1:59 PM
> To: Apple2list
> Subject: Re: Computers in school (was: Apple IIc +(color monitor?))
> 
> On Thu, Oct 21, 2004 at 01:57:24PM +0800, Dale Hill wrote:
> > Our school has gone totally to the dark side, other than the two or
> > three Apple IIes with color monitors working in the 1st grade school
> > and kindergarten.
> 
> I became disenchanted with computers in schools around my last year of
> high school, and it had nothing to do with their choice of platform
> (they simply moved from old PCs to new PCs).  Around that point it
> became clear that computers were becoming status symbols, rather than
> tools to teach new skills.
> 
> While I agree with another poster about schools dumping their investment
> in old software is stupid, particularly because it is the software that
> matters, you have to look at it from the perspective of the school
> board.  If parents get wind that their kids are learning on twenty year
> old Apple IIe's when the equipment becomes obsolete in three to four
> years, they are going to be upset.
> 
> There are a couple of reasons for that.  One is the ease with which an
> application like AppleWorks can be thought of as obsolete in a world
> which uses the GUIified Word and Excel and (god forbid) PowerPoint.  It
> doesn't matter whether classes which teach with AppleWorks focus on
> general skills, whereas the more modern labs would be used to teach Word
> (in particular), because that isn't what industry uses.
> 
> Even in the more general case of educational software (ie. stuff
> designed to teach), you would be hard pressed to fight this notion that
> progress flows in one direction.  For example, Raskin argued in a recent
> interview:
> 
>    The quest for CPU power has been largely defeated by bloated
>    software in applications and operating systems. Some programs
>    I wrote in Basic on an Apple II ran faster than when written
>    in a modern language on a G4 Dual-processor Mac with hardware
>    1,000 times faster.
> 
> (see:
> http://www.guardian.co.uk/online/story/0%2C3605%2C1331536%2C00.html)
> 
> In other words, modern technology doesn't necessarily offer better
> software.  I would imagine that this is particularly true in education,
> seeming as advances depend upon a better understanding of human
> psychology than pushing bits around a machine.  Unless, of course,
> you're one of those people who believe that educators must entertain
> students.  IMHO, they are confusing entertain with maintaining the
> interest of.
> 
> Of course, if the objective is to entertain, you are stuck with
> following each fad.  This is because something which was effective at
> one point of time, because of its novelty, isn't necessarily going to be
> effective to the next batch of students, because it lost its novelty.
> 
> Byron.
> 
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