Evaluating CD ROMs for Pre-Primary English Courses in the Czech Republic and Slovakia

S. Pokrivčáková
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引用次数: 2

Abstract

Abstract Living in the digital age means that modern information and communications technologies (ICT) have penetrated into every aspect of human lives, including education. Despite the fact that ICT are widely used in educational setting, many educators (and parents) have nevertheless remained concerned about how to adapt them into children’s education meaningfully and effectively. The use of ICT in education in general, and in preschool institutions in particular, has become an important research issue. The study focuses on evaluating multimedia CD-ROMs published in two countries with the intention to be used in pre-school institutions for the introduction of English as a foreign language to the youngest learners (children 3 – 6 years). The results point to the fact that majority of the CD ROMs offered activities which were marked as “robotic”, “glib”, “static”, and “empty” (built upon simple and usually mechanically repeated instructions), never reached beyond mechanical memorisation of English vocabulary in any entertaining way. The author calls for designing cognitively challenging materials which could support development of higher cognitive or affective functions of very young learners.
评价捷克共和国和斯洛伐克学前英语课程的光盘
生活在数字时代意味着现代信息通信技术(ICT)已经渗透到人类生活的方方面面,包括教育。尽管信息和通信技术在教育环境中被广泛使用,但许多教育者(和家长)仍然关心如何使它们有效地适应儿童的教育。信息通信技术在一般教育中的应用,特别是在学前教育机构中的应用,已经成为一个重要的研究问题。这项研究的重点是评价在两个国家出版的多媒体cd - rom,这些cd - rom打算用于学前机构,向最年轻的学习者(3 - 6岁的儿童)介绍作为外语的英语。结果表明,大多数光盘提供的活动被标记为“机械的”、“油滑的”、“静态的”和“空洞的”(建立在简单的、通常是机械重复的指令上),从来没有超出机械记忆英语词汇的任何娱乐方式。作者呼吁设计具有认知挑战性的材料,以支持非常年轻的学习者的高级认知或情感功能的发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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