计算机如何进入课堂,1960-2000:历史视角》,卡门-弗鲁里和迈克尔-盖斯编(评论)

IF 0.8 3区 哲学 Q2 HISTORY & PHILOSOPHY OF SCIENCE
Stephen Petrina
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引用次数: 0

摘要

评论者 计算机如何进入课堂,1960-2000:历史视角》,卡门-弗鲁里和迈克尔-盖斯编 斯蒂芬-佩特里纳(简历):《计算机如何进入课堂,1960-2000:历史视角》,卡门-弗鲁里和迈克尔-盖斯编。柏林:De Gruyter Oldenbourg, 2023。第 240 页。20 世纪 60 年代到 90 年代,计算机究竟是如何进入世界各地的课堂的?不同学校或不同国家的创新实践和过程是否相似?计算机是如何进入课堂的,1960-2000》是教育媒体和技术史学的又一力作。在导言和九个案例/章节中,作者始终如一、重点突出地探讨了学校和课堂中计算机创新的历史问题。尽管各个案例--法国、匈牙利、拉脱维亚、瑞典、西德、瑞士、联合国教科文组织、欧洲共同体(EC)和经合组织--在文化和语言上存在差异,但该书实现了显著的一致性。在引言中,弗鲁里和盖斯对东西欧学校的计算创新进行了全面的历史研究。在第一个案例中,卡东-昆特(Cardon-Quint)记录了法国在1984-88年间推出的 "全民信息计划"(Le Plan [End Page 1044] Informatique pour tous)。在 20 世纪 80 年代早期到中期,历史学家很难找到另一个如此迅速、规模如此之大、范围如此之广的集中式案例。在第二个案例中,Somogyvári、Szabó 和 Képes 主要通过 20 世纪 60 年代和 70 年代布达佩斯的控制论俱乐部,记录了匈牙利学生和教师的分散、课外、实践活动。Kestere 和 Purina-Bieza 在第三章中介绍了拉脱维亚的情况,以 20 世纪 80 年代和 90 年代为重点,展示了与匈牙利的相似之处。与众不同的是,作者将口述历史和原始记录很好地结合在一起,探讨了 "基于友谊 "的基层学习等工作。在第四章中,Cantarell 探讨了 20 世纪 80 年代和 90 年代瑞典政府官员如何依靠教师在计算创新方面发挥带头作用。坎塔雷尔详细介绍了从 1973 年到 20 世纪 80 年代初,Datorn i skolan 和随后由政府资助的计算机进校园计划的付出与回报。同样,在第五个案例中,弗鲁里介绍了 20 世纪 80 年代西德政府、私营部门供应商和公立学校教育工作者之间为创新所必需的来来往往。从 1984 年 3 月到 1988 年,Computer + Bildung(计算机与教育)支持协会是一个 "中介角色"(第 125 页)。盖斯在介绍第六个案例时指出,"由于瑞士的政治结构分散,计算机教育的历史路径多种多样"(第 148 页)。例如,通过各种参与者和倡议,到 1980 年,瑞士几乎所有高中都开设了某种形式的计算机科学课程(第 153 页)。最后三章以联合国教科文组织、欧共体和经合组织为重点,阐述了政策案例。在第一章中,Priem 记载了世界信息与传播新秩序的背景,从 1945 年 11 月联合国教科文组织的成立到 20 世纪 70 年代初人们的深切关注。在第 8 章中,盖斯、弗鲁里和格雷罗从 1973 年全球石油危机开始,追溯了欧共体 "对初始和继续职业教育与培训的预期作用 "与计算创新的相互依存关系。在最后一章,霍夫对经合组织的档案进行了生动的解读,这些档案 "记录了从 1968 年到 1973 年的无数次会议,这些会议证明了对新兴技术的夸大其词以及对计算机将深刻改变教育的乐观态度"(第 218 页)。本章的其余部分重点介绍了经合组织的教育研究与创新中心,该中心成立于 1968 年,目的是 "消除眩晕",并以实用性和感性来缓和夸夸其谈。该书是了解欧洲学校计算创新的重要原创史料。当然,仍然存在一些问题。首先,令人惊讶的是,在学校计算创新的历史中,图书馆员和图书馆作为常见的重要参与者或机构却未被提及。书中没有提到图书管理员,唯一提到图书馆的地方只是简短地提到联合国教科文组织 "促进了学校图书馆的建立"(第 179 页)。即使对 "课堂 "进行了狭义的定义,历史学家也不能忽视图书馆作为学习、研究、使用或通过......学习的空间。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
How Computers Entered the Classroom, 1960–2000: Historical Perspectives ed. by Carmen Flury and Michael Geiss (review)

Reviewed by:

  • How Computers Entered the Classroom, 1960–2000: Historical Perspectives ed. by Carmen Flury and Michael Geiss
  • Stephen Petrina (bio)
How Computers Entered the Classroom, 1960–2000: Historical Perspectives
Edited by Carmen Flury and Michael Geiss. Berlin: De Gruyter Oldenbourg, 2023. Pp. 240.

Exactly how did computers enter classrooms across the world in the 1960s through the 1990s? Were the practices and processes of this innovation similar from school to school or country to country? How Computers Entered the Classroom, 1960–2000 is a welcome addition to the historiography of educational media and technology. Across the introduction and nine cases/chapters is a consistent, focused engagement with the historical problem of computational innovation in schools and classrooms. Despite the cultural and linguistic differences from case to case—France, Hungary, Latvia, Sweden, West Germany, Switzerland, UNESCO, the European Community (EC), and the OECD—the book achieves a remarkable consistency.

In the introduction, Flury and Geiss provide a comprehensive historiography of computational innovation in the schools of eastern and western Europe. In the first case, Cardon-Quint documents France’s Le Plan [End Page 1044] Informatique pour tous, rolled out from 1984–88. Historians are hard-pressed to find another centralized case of this rapidity, scale, and scope in the early to mid-1980s. In the second case, Somogyvári, Szabó, and Képes document the decentralized, extracurricular, hands-on agency of students and teachers in Hungary, primarily through cybernetics clubs in Budapest during the 1960s and 1970s. Kestere and Purina-Bieza’s case of Latvia in the third chapter demonstrates parallels with Hungary with a focus on the 1980s and 1990s. Uniquely, the authors employ a nice integration of oral histories and primary records to explore efforts such as grassroots learning “on the basis of friendship.” In the fourth chapter, Cantarell explores how government officials in Sweden during the 1980s and 1990s relied on teachers to take the lead in computational innovation. Cantarell details the give-and-take of the Datorn i skolan and subsequent government-funded computers in schools initiatives from 1973 through the early 1980s. Similarly in the fifth case, Flury contextualizes the to-and-fro among the West German government, private sector vendors, and public school educators necessary to innovation in the 1980s. From March 1984 through 1988, the Computer + Bildung (Computers and Education) support association was an “intermediary actor” (p. 125). Geiss prefaces the sixth case with an observation that “due to the decentralized political structure of Switzerland, there are various historical pathways of computer education” (p. 148). Through a diverse range of actors and initiatives, for instance, by 1980 nearly all upper secondary schools in Switzerland offered some form of computer science (p. 153). The final three chapters develop policy cases, focusing on UNESCO, the EC, and the OECD. In the first of these, Priem documents the backdrop to the New World Information and Communication Order, from the creation of UNESCO in November 1945 through articulation of deep concerns in the early 1970s. In chapter 8, Geiss, Flury, and Guerrero trace the EC’s “intended role for initial and continuing vocational education and training” as interdependent with computational innovation, beginning with the 1973 global oil crisis. In the final chapter, Hof offers a lively interpretation of the OECD’s archives, which “chronicle numerous meetings from 1968 to 1973 that testify to grandiose claims about emerging technologies and the optimism that computers will profoundly change education” (p. 218). The balance of the chapter focuses on the OECD’s Centre for Educational Research and Innovation, created in 1968 to “defuturize” and moderate rhetoric with practicalities and sensibilities.

The book is an important, original historiographic source of insights into computational innovation in European schools. Of course, there remain a few questions. First, it is surprising that librarians and libraries are unaccounted for as common and important actors or agencies in this history of computational innovation in schools. There is no mention of librarians, and the only reference to libraries is a brief reminder that UNESCO “promoted the establishment of school libraries” (p. 179). Even with a narrow definition of “classroom,” historians cannot overlook the library as a space for learning [End Page 1045] about, on, with, or through...

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来源期刊
Technology and Culture
Technology and Culture 社会科学-科学史与科学哲学
CiteScore
0.60
自引率
14.30%
发文量
225
审稿时长
>12 weeks
期刊介绍: Technology and Culture, the preeminent journal of the history of technology, draws on scholarship in diverse disciplines to publish insightful pieces intended for general readers as well as specialists. Subscribers include scientists, engineers, anthropologists, sociologists, economists, museum curators, archivists, scholars, librarians, educators, historians, and many others. In addition to scholarly essays, each issue features 30-40 book reviews and reviews of new museum exhibitions. To illuminate important debates and draw attention to specific topics, the journal occasionally publishes thematic issues. Technology and Culture is the official journal of the Society for the History of Technology (SHOT).
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