Hello all- I apologize for any formatting problems with the questions you first received. I hope these are more readable. See you tomorrow. Kate
1. One of the reasons Scheffler begins his examination of computers in school is what he calls a "return to formalism" (80-81). What is formalism? Have things changed since 1985 in this regard?
2. Is computer literacy really just like driver education? (84-85)
3. What other applications of computers to education are there besides the four she lists? What kinds of problems do they pose?
4. Dealing with his four applications, Scheffler does not examine possible effects of computers in classrooms on the learning community. What could be some of these effects? How would they influence decisions about technology in education?
5. Is this computer language transfer to education happening?
6. What about computers makes them "unable to teach ethical sensitivity, social perceptiveness, and artistic expressiveness"?
7. Tools are good for some things and not for others. Based on your reading of this text, what sorts of advanced problem solving does Scheffler think computers are good for? Do you agree?
8. It would be difficult to decide that one of these three metaphors was alone the goal of education. Which seems the most important of the three? Are there others?
