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Computers on the Border: Case Studies from Three "Nations"--Quebec, The Foundry, and New England. Research Report


This paper argues that computers in education on the Quebec (Canada), New York, and Vermont borders reflect different styles of education and cultural ethos. This paper examines a 6-month period of this educational innovation from October 1984 to April 1985. In Quebec, the Ministry of Education is involved in the purchase of computers, teacher training, and development of curriculum for computer literacy. The approach to computer use in the classroom is gradual and coordinated on both the Ministry and local levels. In the North Country of New York, local school districts purchase computers and develop systems for their use independently of other districts and, often, without state involvement. In Vermont, decisions about how the schools introduce and use computers are made by the board of education as part of a locally coordinated effort and as a function of the local community. Discussions of the varying uses of computers in each of the three geographical areas suggest that: educational planning for computers in Quebec may reflect a reaction to religion and a need to maintain a cultural identity, a labor-intensive community orientation in New York promotes competition between and continual development of institutions, and emphasis on activities in learning rather than objectives; and in Vermont local control emphasizes democracy and group decision making. (DB)


Stoloff, D.L. Computers on the Border: Case Studies from Three "Nations"--Quebec, The Foundry, and New England. Research Report. Retrieved May 14, 2021 from .

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