Many schools, for not having a clear strategy, they have spent hundreds of thousands of dollars in computers and associated technology, and have put into operation "Computer Labs" in which students receive instruction to develop skills in handling keyboard, acquire basic knowledge about the functioning of different parts of computers, word processing practice and perhaps learn some programming, through a language like BASIC.
Most often, the design of the laboratory, the decisions on the selection of the contents of the "computer classes and the teaching of these topics are carried out by engineers or technicians in the area of Informatics. Intrinsically, it has a justification in the fact that today's world requires computer use in the performance of many of the existing work activities. It is therefore important that schools teach the basic principles of operation and major applications like word processing and numerical calculation. But it is worth reflecting on the fact that, except in cases where the question of technical or professional future of computing, the computer is not an end but a means.
This does not mean that the teaching of programming or the use of application packages are not important, then we can say that the principles underlying the programming of computers are essentially logic and analytical reasoning, and that is where lies the main educational value of this activity, but must consider the educational objectives to be achieved for each activity, including computer according to the age of the students.
Other schools, instead of or in addition to computer labs, have a computer in every classroom and teachers use them to provide "educational programs" to their students. In this case, we can say that the computer is used as a teaching assistant. However, the first great temptation in this mode is to rely too much on the so-called educational programs. The vast majority of them are designed on behavioral models that are often limited to the exercise of memory or some specific skill and regulate learning by rewards or punishments. To illustrate this situation, Davies used the metaphor of a vending machine gum. In these machines a coin is inserted in the hope of leaving the gum and some little surprise. This temptation is rooted in the idea that the teaching-learning process is centered on the master, who hopes the result that the student will use technology to learn something.
Another situation that can be given in schools is the belief that the CD-ROM encyclopedias or the Internet are the great solution. By asking students to research a topic and perform work, most likely we are promoting to show us his ability to "copy and paste." What was once consulted several books and was writing by hand or typewriter, you can now do in a fraction of computer time and without having to read. This case corresponds to the metaphor of a driver who drives a race car on the track, wants to reach the goal, plan, know how to drive all the way, has you covered. The teacher wants to meet the objectives, design learning activities carefully, choose the theme of work to be developed by students, but it often happens that the assignment gives unexpected results.
With this analysis we can conclude that when the activities that take place in the school with computers, are designed to ensure that students acquire technical skills to work on those computers, computer use is focused on "Education Computer. " On the other hand, when the activities are performed with the computer are designed to support the learning of a topic, you are using "Computers in Education." But both aspects can be integrated.
A third metaphor of computer use proposed by Davies which corresponds to a game of chess. The teacher plans the strategy for their students are acquiring the knowledge, skills and attitudes gradually, with activities that give immediate results and activities that provide long-term results. According to their plan, teachers and their students use computers in various ways to ensure that education gives way to step. To do this, teachers organize different activities, are prepared to detect deviations, can predict problems and are prepared to accept that sometimes insurmountable barriers. In this mode, the computer is used to support learning in different subjects and the teacher becomes a true teaching assistant. This is the "Education for Information."
Computers In Education, students must acquire new knowledge while using the computer, must reach high levels of thought, critical thinking skills and acquire practical skills in computer use.
By way of summary, the Computer Education is important because it provides balance between learning the skills needed for everyday use of the computer, with learning the contents of different subjects, taking into account the computer for easier searching, organization and presentation of information and allows analytical thinking skills, critical and creative.
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