Early Uses of Computers in Schools in the United Kingdom: Shaping Factors and Influencing Directions

Abstract

This chapter describes the early development and introduction of computers into schools in the United Kingdom from the 1970s to the evaluation of their impacts and a shift in the focus of their uses in the 1990s. The chapter explores key factors influencing the direction and deployment of uses of computers in schools. It considers influences of national initiatives and policies, the development of support, support centres and central agencies, the involvement of hardware and software manufacturers and developers, different applications of computer resources, the focus of uses in the curriculum, and impacts on education. Conclusions drawn are that original intentions for the implementation of computers in schools were re-focused in the late 1990s, particularly as pedagogies and learning effectiveness were not strong drivers during the early implementation period.

History of the Use of Computers and Information Technology in Education in Universities and Schools in Victoria

“…In addition in the participating schools mainly math teachers appeared to be the early adopters of the new subject, because of their knowledge, experience and interest in information technology [30]. Authors from many countries including UK [31][32][33], Ireland [34], Israel [35], The Netherlands [30,36], USA [37], Finland [38] and Poland [39] make similar comments. This is just a small sample of many articles by authors that remark on the role and future of mathematics and mathematics teachers in the early adoption of computers in schools in their own countries.…”

Justifications for the study of computers on the curriculum: Neo‐vocational ideology veiled in progressive educational discourse

“…(Collis, 1996, p. 21) Thus, much of the expectations and initiatives for the use of computers in education came from outside schools (Cuban, 1986). This was grounded in discourses put forth by politicians and the business sector as an external imperative expressing concerns that education was falling behind and not being able to prepare the coming generation for the future society's labour market and that computer technologies in education had to be considered in line with the commercial and economic potential they offered (Passey, 2014). For example, in the UK, an early adapter of the study of computer technology in schools during the 1970s and 1980s, greater political attention was paid to the linking of education with industry.…”

“…The rationale for introducing computers into schools was therefore based on economic imperatives. In 1981, the British prime minister argued that the future prosperity was dependent on students being able to understand computers and how they could be applied (Passey, 2014). Similarly, the Educational Technology Initiative in the USA argued that the future labour market would require advanced technological competencies and that the only way of maintaining economic growth in the global knowledge economy was to introduce computers in schools (Cassidy, 1998).…”

Computers and Education – Recognising Opportunities and Managing Challenges

“…Authors from a range of countries [1] describe how, in the 1980s, a range of national initiatives focused on early computers being made available to educational institutions (schools, colleges and universities) to provide for 'learning about computers'. This focus through early initiatives was succeeded in many countries by the wider integration of subsequent models of computers into educational institutions but more focused on 'learning with computers' [2]. As time has progressed, arguments have become stronger for links between the disciplines of computing and other subjects, and whilst there are already a number of important ways in which computing and education are linked, more are emerging as time goes forward.…”