Conclusions
The Computers in the Curriculum Project has developed a clear philosophy and model for operation by involving teachers, programmers and curriculum specialists in the investigation and development of CAL materials. It has been a valuable exercise to test and extend this work into a new discipline area. Many related issues, however, need to be addressed:
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how is CAL currently perceived and used in the classroom?
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what sort of classroom organization fosters good CAL?
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what pressures are created by CAL on an already crowded discipline syllabus?
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how successful is CAL at fostering particular styles of learning?
All enquiries must extend beyond evaluating classroom use of materials. The Project also wishes to address itself to the growing relationship between CAL and the moving curriculum. As the potential of CAL and Information Technology is increasingly understood, will the curriculum move in directions not hitherto envisaged or possible? The relationship between education and the new technology it seeks to embrace will be a fruitful area of exploration throughout the 1980s.
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Watson, D.M. Computer-assisted learning for school pupils of history, French and english in the UK. Comput Hum 18, 233–241 (1984). https://doi.org/10.1007/BF02267227
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DOI: https://doi.org/10.1007/BF02267227