Asks three questions in order to analyze what society wants to do with the computer. (1) How has the field itself changed as a result of the changes in technology? (2) What skills do we want our students to have at the end of their undergraduate careers? (3) How can we use the computer to help us teach these skills more effectively? The University of Maryland have established the Maryland University Project in Physics and Educational Technology (MUPPET). In MUPPET, the author finds that the changes in the curriculum can be classified into four categories: reordering, broadening, training intuition, and empowering the student. The author gives some examples of innovative curriculum design using computers. In the first, the computer is used for immediate display of data, leading to changes in students' intuition of physical principles. In the second, the computer allows students to enlarge the class of physical models they can consider. The third example, which is not from physics, shows how students can be given an opportunity to deal constructively with a large and powerful data base.


  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9


Education,NSDL,Technology,oai:nsdl.org:2200/20061121141329266T,Computers,Undergraduate (Lower Division),Education Practices,Higher Education,physics computing,Computing and Information,Vocational/Professional Development Education,NSDL_SetSpec_439869,Maryland University Project in Physics and Educational Technology,MUPPET,computer aided instruction,educational computing



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