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<DIV dir=ltr align=left><SPAN class=807241502-15112005><FONT face=Arial
color=#0000ff size=2>They should be both.</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=807241502-15112005></SPAN><SPAN
class=807241502-15112005><FONT face=Arial color=#0000ff size=2>Learning is
a capacity WITHIN a system or organism. The system controls what is
learnt. IF, as a society we considered children to be completely free, we
would just allow and assist them to learn - what they wanted, when they
wanted.</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=807241502-15112005><FONT face=Arial
color=#0000ff size=2>Teaching is a capacity of one system to develop learning
within another. For most organisms and all significant learning (at the
moment), the teaching system requires the active support of the learning
system. As a society, we have crucial interests in both what and when
children learn, so we devise social systems to encourage and coerce their active
support. </FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=807241502-15112005><FONT face=Arial
color=#0000ff size=2>As many observer continually remind us, the student systems
often fail to learn the things that we want them to and often learn many
unintended knowledge, skills, and attitudes.</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=807241502-15112005><FONT face=Arial
color=#0000ff size=2>Such is life !</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=807241502-15112005><FONT face=Arial
color=#0000ff size=2>IT systems are one way of both increasing the "engagement"
through extrinsic motivation (we are learning tables - but on computers
!)</FONT> <FONT face=Arial color=#0000ff size=2> and intrinsic empowerment
(you can play with the reactor on screen and see what happens) etc
etc</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=807241502-15112005><FONT face=Arial
color=#0000ff size=2>They are both teaching and learning systems (and many other
things) - depending on the software loaded, the procedures and the people
involved.</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=807241502-15112005><FONT face=Arial
color=#0000ff size=2>One is not conceptually more important or more effective
than the other.</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=807241502-15112005><FONT face=Arial
color=#0000ff size=2>One may be more effective with one groups of students or
teaching objective.</FONT></SPAN></DIV>
<DIV dir=ltr align=left><SPAN class=807241502-15112005><FONT face=Arial
color=#0000ff size=2>"Horses for courses"</FONT></SPAN></DIV>
<DIV><FONT
size=2>=====================================================<BR>Stephen
Digby Ph: 98094785
diggers@netspace.net.au<BR>=====================================================</FONT>
</DIV>
<DIV><BR>If you can't afford to do something right, then be darn sure you can
afford to do it wrong. - Charlie Nelson </DIV>
<DIV> </DIV><BR>
<DIV class=OutlookMessageHeader lang=en-us dir=ltr align=left>
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<FONT face=Tahoma size=2><B>From:</B> ipm-bounces@edulists.com.au
[mailto:ipm-bounces@edulists.com.au] <B>On Behalf Of </B>Nikita
Dulics<BR><B>Sent:</B> Tuesday, 15 November 2005 12:49 PM<BR><B>To:</B> Year 12
Information Technology Processing and Management Teachers'Mailing
List<BR><B>Subject:</B> Re: [Year 12 IPM] An Invitation to Lurkers "Teaching
Machines"<BR></FONT><BR></DIV>
<DIV></DIV>
<DIV id=RTEContent>Hi all,<BR>Here is an interesting picture I scanned from an
old encyclopedia from the 1970's. The caption reads;<BR>"Teaching machines
operate by furnishing the pupils with continuous reinforcement.<BR>A press
button system immediately tells them if their choice of answer was correct or
otherwise.<BR>From: ODHAMS Mind Alive Encyclopedia, Volume 3, p. 612,
1970."<BR>It is interesting to see how far computers have come regarding their
use in schools. Or have they? If you look at the picture, you'll see the teacher
having a good time there looking out the window. Look at one of the students
getting distracted. Is it the same today? Are computers used as teaching
machines or are they tools for learning? I'd like to think of them as the
latter.<BR>Have fun writing reports,<BR><BR>Nikita Dulics<BR>Stotts
College<BR>43-53 Elizabeth Street<BR>Melbourne VIC 3000<BR>ph. 9629
9966<BR><BR><BR><B><I>Mark Ke! lly <kel@mckinnonsc.vic.edu.au></I></B>
wrote:
<BLOCKQUOTE class=replbq
style="PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: rgb(16,16,255) 2px solid"><BR>For
all those of you IPM teachers lurking quietly in the lonely gloom of <BR>your
school, nervous about standing proudly in the light of the mailing <BR>list
and saying what's churning in your innards...<BR><BR>Tear off your loincloth
and proudly and loudly say what you think...<BR><BR>This list is for all
teachers of IPM. We like to hear new voices. We <BR>seem to be always hearing
from the same old valuable voices, so it's <BR>nice to hear new points of
view.<BR><BR>Be not afeared: I have never seen anyone embarrassed or abused
here for <BR>daring to speak his/her mind. We're really QUITE nice. Well...
most of <BR>us are nice, if you exclude boisterous motorcyclists like Smee and
me.<BR><BR>Please feel free to share your opinions - even if you are new to
IPM and <BR>feeling fragile about giving opinions or! asking for
advice.<BR><BR>The 2005 exam is the most popular topic at the moment, so
please give us <BR>your views. No question or comment is dumb (except for mine
- I have <BR>that rare privilege here.)<BR><BR>A loud and polyphonic voice
goes to making us stronger and sexier*.<BR><BR>If we all crow loud enough, the
examiners may hear us!<BR><BR>We may not change the world, but we may change
the 2006 exam. Let there <BR>be no more QUESTION FIVES!<BR><BR>Love and
kisses<BR><BR>Mark Kelly<BR><BR>--<BR><BR>* This may not be *strictly* true,
but one can hope.<BR><BR>-- <BR>Mark Kelly<BR>Moderator: IPM Mailing
List<BR><BR>_______________________________________________<BR>http://www.edulists.com.au
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by<BR>http://www.vcaa.vic.edu.au - Victorian Curriculum and Assessment
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Technology Teachers Association Inc<BR></BLOCKQUOTE><BR></DIV>
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