LOGO: more than a decade later

Michayluk, J. O.

doi:10.1111/j.1467-8535.1986.tb00495.x

Cited by 7 publications

(2 citation statements)

References 7 publications

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“…3 For example, Clements (1985); Michayluk (1986); Maddux (1992). 4 For a discussion of the "Logo philosophy" for education see Agalianos (1997), chapter 6.…”

Section: Discussionmentioning

confidence: 99%

Logo in Mainstream Schools: The struggle over the soul of an educational innovation

Agalianos¹,

Noss²,

Whitty³

2001

British Journal of Sociology of Education

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Technologies do not follow some predetermined and inevitable course from their context of production to their context of use, and technologies used in schools are no exception. Rather, technologies and their use in the classroom are socially contextualised. They are often appropriated in ways unanticipated by their developers, locking into institutional arrangements and reflecting elements of the prevailing social relations in and around the particular context(s) of application. Through the discussion of a particular technology (the Logo programming language) as a case study in educational innovation, this article demonstrates how the use of technologies in schools is socially shaped. The paper looks into the place that Logo occupied within the institutional and organisational cultures of US and UK mainstream schools after its introduction in the early 1980s. It discusses the ways in which Logo was received in the educational arena and was implicated in the politics of educational innovation at a time of conservative restoration.

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“…3 For example, Clements (1985); Michayluk (1986); Maddux (1992). 4 For a discussion of the "Logo philosophy" for education see Agalianos (1997), chapter 6.…”

Section: Discussionmentioning

confidence: 99%

Logo in Mainstream Schools: The struggle over the soul of an educational innovation

Agalianos¹,

Noss²,

Whitty³

2001

British Journal of Sociology of Education

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“…Advocates of LOGO microworlds and powerful ideas often assume that learning to program the computer may lead children to acquire competency in problem solving and mathematical skills. A review of the LOGO impact on pupils' cognitive achievement over the past decade does not validate the above assertion (Michayluk, 1986). By using LOGO, performance of specific problem solving tasks such as rule learning can be increased (Gorman and Bourne, 1983), but in cases of general or routine problem solving such a positive effect is not evident (Clements, 1985).…”

Section: Catl and Cognitive Developmentmentioning

confidence: 99%

Computers in School Education. The Cases of Sweden and Greece

Μακρακησ¹

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The present study focuses mainly on issues relating to computer policy, implementation and utilization of computers in school education as well as the anticipation of a range of alternative scenarios about the impact of computers in schools. More specifically the study attempts to explore and discuss the issues of "why", "whom", "what" and "how" concerning the introduction of computers in school education, with special reference to Sweden and Greece.The research inquiry employs a mixture of evaluative and educational case study approaches as well as scenario methods. The study challenges the notion that computers can be seen as a panacea for education's ills. Instead, it is argued that computers can play a positive role in the educative process. However, this is highly dependent not only on the computer itself but on the whole educative process and developments in educational software.The findings of this study indicate that social, cultural and economic factors explain much more of the widespread concern with computers in school education than the direct influence of computers on the teaching and learning process. This study also confirms the triangular relationship between society, education and technology. This triangular relationship has allowed national policy for computers in school education to oscillate between policies aimed at adaptation to current or future needs of society (social integration) and policies aimed at using computer literacy as a resource for enhancing the active participation of citizens in the shaping of society and the social control of technology (political socialization).

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Cumulative latency-of-response recording for evaluating CAL

Doyle¹

1988

Computers & Education

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LOGO: more than a decade later

Cited by 7 publications

References 7 publications

Logo in Mainstream Schools: The struggle over the soul of an educational innovation

Logo in Mainstream Schools: The struggle over the soul of an educational innovation

Computers in School Education. The Cases of Sweden and Greece

Cumulative latency-of-response recording for evaluating CAL

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