Figure 1.--Computers appeared in the prep schools in the 1980s. At first the schools like other schools did not quite no what to do with them. Teachers were unsure how to use them in their program. The children, especially the boys, took to them right away. |
One of the most far reaching changes occuring at most schools during the 1980s was the appearance of comuters. The initinal introduction to computing was tentaive
as few staff members had the experience to use them. The first computers purchased in the early 1980s were quite expensive and had rather limited capabilites. Only a small number of educational applications were initially available. Most schools. strictly limited access, often reserving them for the senior boys. Schools in the 1980s were still adjusting to the computer. Most schools now have specialized computing rooms, equipped with increasingly powerful personal computers. Most provide weekly computers classes so that the leavers are computer literate. Initially the computer at many schools was looked on as a kind of toy. Now most schools 'recognize that basic computer skills are esential both in school and the work place. For some children, the computer room has become the focus of their leisure activities. The children are intially drawn to the computers by the games which can be played, but soon discover the power and uses to which they can be put.
One of the most far reaching changes occuring at most schools during the 1980s was the appearance of comuters. The initinal introduction to computing was tentaive
as few staff members had the experience to use them. The first computers purchased in the early 1980s were quite expensive and had rather limited capabilites. Only a small number of educational applications were initially available. Most schools strictly limited access, often reserving them for the senior boys. One school explained, for example, "only the VIth form are allowed to use them as we consider that the basics of Maths must be taught before we allow the boys to the more advanced work . This means that boys have something to aim for. The children, however, took to the computer naturally. At first the alure of computer games appealed to them, but the educational applications soon became plain to even the most traditional headmaster.
Schools in the 1980s were still adjusting to the computer. Most schools now have specialized computing rooms, equipped with increasingly powerful personal computers. Most provide weekly computers classes so that the leavers are computer literate. Initially the computer at many schools was looked on as a kind of toy. Now most schools recognize that basic computer skills are esential both in school and the work place.
For some children, the computer room has become the focus of their leisure activities. The children are intially drawn to the computers by the games which can be played, but soon discover the power and uses to which they can be put. Modern children are attracted to the music available through the computer, but this had not yet developed in the 1980s. At some schools access to the computer room has had to be resticted to ensure that the childen diversify their activities. Most children learn basic word processing, but an impressive number of children are aquiring sophisticated computer skills, including the basics of programming. Some children have even designed educational programs that can used in class exercises.
One of the first obvious uses of the computers for schools was word processing and other basic office programs. These were all programs that had been developed for general commercial use. Word processing had obvious usefullness in preparing school work. Thus schools began opening computer rooms. This process gradually evolved in the 1980s. Computers were still relatively expensive so schools varied in their ability to introduce computers. The computer rooms were important to teach the children basic software programs. The children were also provided some vasics in actual prograsmming.
More complicated was how to use the computer in the classroom itself. This was a considerable problem in the 1980s. Few teachers were familiar with the computer and even new teachers were not receiving instruction on how to use the computer in the classroom. This was further complicated by the fact that in the early 1980s there were few programs prepared for classroom use. Only gradually during the decade did useful programs begin to appear for classroom use.
