Photo Essays: Computing
Figure 1.--The children of course wanted to use the computers to play games as well as for their studies. The boys in particular were fascinated with computer games. The games in the 1980s were still fairly basic, but rapidly improving. Here there was a wide range of policies at the various schools. Some schools did not want the children playing computer games. Not allowing boys to play computer ganes is a bit of a challenge, especially as more computers were installed. And the schools did want to make the computers available for school work. There was quite a range of policies here. At one school there was a computer room for the older boys where they could play computer games in their free time during the evening.
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All of the schools when we visited were beginning to integrate computers into the school program. Various schools were at different stages of this process. And of course during the 1980s there was steady expansion of the comouter faciklities and the use of the computers at the schools. Many teachers, especially older teachers were unfamiliar with computers. Families at the time were just beginning to acquire home computers and so many of the children were also unfamilar with basic computer skills. There was, however, great interest, especially among the boys. Every school had at least some boys who had achieved considerable computer literacy. Most schools had begun computer classes in basic skills and programs. Actually using computers in the classroom was still limited, in part because suitable educational programs were just beginning to appear and the intenet was still it a very early phase of development. Thus computing was both a classroom and extra-curricular activity. As we continued our project we saw more snd more schools steadily integrating the computer into the school program until it has become an indespensible tool of the modern school. In fact computers and the intenet now provide small schools access to information and research resources that were impoossible when the children only had access to small school libraries. The children of course wanted to use the computers to play games as well as for their studies. Here there was a wide range of policies at the various schools.
School Program
All of the schools when we visited were beginning to integrate computers into the school program. Various schools were at different stages of this process. Computing was both a classroom and extra-curricular activity. As we continued our project we saw more snd more schools steadily integrating the computer into the school program until it has become an indespensible tool of the modern school. In fact computers and the intenet now provide small schools access to information and research resources that were impoossible when the children only had access to small school libraries.
Facilities
The schools during the 1980s steadily expanded their compuuter facilities, making possible the increasing use of the computers at the schools. This of course varied substantially, depending on the size and financial position of the schools. Quite a few schools by the end of the 1980s had a well-equipped computer room where the children could take computer courses. Setting up the computer room and adding internet access was a step eagerlly awaited by the teacherscand students. Also we began to see computers in classrooms. Some schools set up computers where the children could use them during their free time, especially in the evening.
Computer Skills
Many teachers, especially older teachers were unfamiliar with computers. Families at the time were just beginning to acquire home computers and so many of the children were also unfamilar with basic computer skills. There was, however, great interest, especially among the boys. Every school had at least some boys who had achieved considerable computer literacy.
Computer Classes
Most schools had begun computer classes in basic skills and programs. Some children had computer skills, but most did not. Thus as soon as the school had set up a computer room, they could begin classes in basis programs such as word processing and spread sheets. Some schools also offered classes in basic prigramming.
Classroom Use
Actually using computers in the classroom was still limited, in part because suitable educational programs were just beginning to appear and the intenet was still it a very early phase of development. Actual classroom use in the 1980s was still rather limited, but some schools were beginning to equip classrooms with computers and arranging internet access. This prpcess was, however at a very early stage. We noted one class where the children were involved in an interesting educational computerized program which was focused on better understaning the local community.
Club Use
Computer Games
The children of course wanted to use the computers to play games as well as for their studies. The boys in particular were fascinated with computer games. The games in the 1980s were still fairly basic, but rapidly improving. Here there was a wide range of policies at the various schools. Some schools did not want the children playing computer games. This was especially the case when the computers just arrived. Not allowing boys to play computer ganes is a bit of a challenge, especially as more computers were installed. And the schools did want to make the computers available for school work. There was quite a range of policies here. At one school there was a computer room for the older boys where they could play computer games in their free time during the evening.
Gender Trends
As best we could see, the boys seemed much more interested in the computers than the girls. In the classroom both boys and girls seemed interested. When in comes to recreational uses, it was mostly the boys interested in computer games.
