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Author(s)
Bitter, Gary G.

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URI
http://hdl.handle.net/20.500.12424/3073
Online Access
http://mje.mcgill.ca/article/view/7524
Abstract
How does a teacher set about acquiring the software to use with his or her computers? Bitter defines three classes of instructional software, advises on how one should survey the market, and, focusing on the need for teachers to he1p each other with their evaluations, discusses in detail the kinds of consideration that must be represented on any scheme for evaluating software that a group should design and use. This participational approach is the best guarantee that "drill and practice" software will eventually lose its dominance over the market. RÉSUMÉ Commeent un professeur décide-t-il du logiciel à acquérir pour ses ordmateurs? Bitter definit trois categories de logiciels éducatifs, il recommande plusieurs façons de sonder le marché et, compte tenu du besoin de collaboration entre les professeurs en matière d'évaluation, il discute en détail des facteurs dont il faut tenir compte pour évaluer le logiciel qu'un groupe doit concevoir et utiliser. Cette approche participative constitue la meilleure garantie que le logiciel d'exercice finira par perdre sa place prédominante sur le marché.
Date
1983-09-01
Type
info:eu-repo/semantics/article
Identifier
oai:ojs.ejournal.library.mcgill.ca:article/7524
http://mje.mcgill.ca/article/view/7524
Collections
McGill Journal of Education

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