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Deryn Watson and David Tinsley The topic of the conference,
integrating infonnation technology into education, is both broad
and multi-facetted. In order to help focus the papers and
discussion we identified 7 themes: * Current developments in
society and education influencing integration; * Teachers, their
roles and concerns; * Learners, their expectations of and behaviour
in an integrated environment; * Developments and concerns in the
curriculum; * Successes and failures in existing practice; *
Organisation and management of integrated environments; *
Identification of social and political influences. Each author was
invited to focus on one theme, and these remained strands
throughout as can be seen from the short papers and focus group
reports. The first and most significant concern therefore was to be
clear about our notions of integration; what do we mean and how is
this relevant? Our keynote paper from Cornu clearly marked out this
debate by examining the notion of integration and alerting us to
the fact that as long as the use of IT is still added to the
curriculum, then integration has not yet begun.
The International Federation for Information Processing, IFIP, is a
multinational federation of professional technical organisations
concerned with information processing. IFIP is dedicated to
improving communication and increased understanding among
practitioners of all nations about the role information processing
can play in all walks of life. This Working Conference, Secondary
School Mathematics in the World of Communication Technologies:
Learning, Teaching and the Curriculum, was organised by Working
Group 3.1, Informatics in Secondary Education, ofiFIP Technical
Committee for Education, TC3. This is the third conference on this
theme organised by WG 3.1, the previous two were held in Varna,
Bulgaria, 1977, and Sofia, Bulgaria, 1987-proceedings published by
North-Holland Elsevier. The aim of the conference was to take a
forward look at the issue of the relationships between mathematics
and the new technologies of information and communication in the
context of the increased availability of interactive and dynamic
information processing tools. The main focus was on the mathematics
education of students in the age range of about ll to 18 years and
the following themes were addressed: * Curriculum: curriculum
evolution; relationships with informatics; * Teachers: professional
development; methodology and practice; * Learners: tools and
techniques; concept development; research and theory; * Human and
social issues: culture and policy; personal impact.
The International Federation for Information Processing, IFIP, is a
multinational federation of professional technical organisations
concerned with information processing. IFIP is dedicated to
improving communication and increased understanding among
practitioners of all nations about the role information processing
can play in all walks of life. This Working Conference, Secondary
School Mathematics in the World of Communication Technologies:
Learning, Teaching and the Curriculum, was organised by Working
Group 3.1, Informatics in Secondary Education, ofiFIP Technical
Committee for Education, TC3. This is the third conference on this
theme organised by WG 3.1, the previous two were held in Varna,
Bulgaria, 1977, and Sofia, Bulgaria, 1987-proceedings published by
North-Holland Elsevier. The aim of the conference was to take a
forward look at the issue of the relationships between mathematics
and the new technologies of information and communication in the
context of the increased availability of interactive and dynamic
information processing tools. The main focus was on the mathematics
education of students in the age range of about ll to 18 years and
the following themes were addressed: * Curriculum: curriculum
evolution; relationships with informatics; * Teachers: professional
development; methodology and practice; * Learners: tools and
techniques; concept development; research and theory; * Human and
social issues: culture and policy; personal impact.
In this book about a hundred papers are presented. These were
selected from over 450 papers submitted to WCCE95. The papers are
of high quality and cover many aspects of computers in education.
Within the overall theme of "Liberating the learner" the papers
cover the following main conference themes: Accreditation,
Artificial Intelligence, Costing, Developing Countries, Distance
Learning, Equity Issues, Evaluation (Formative and Summative),
Flexible Learning, Implications, Informatics as Study Topic,
Information Technology, Infrastructure, Integration, Knowledge as a
Resource, Learner Centred Learning, Methodologies, National
Policies, Resources, Social Issues, Software, Teacher Education,
Tutoring, Visions. Also included are papers from the chairpersons
of the six IFIP Working Groups on education (elementary/primary
education, secondary education, university education, vocational
education and training, research on educational applications and
distance learning). In these papers the work in the groups is
explained and a basis is given for the work of Professional Groups
during the world conference. In the Professional Groups experts
share their experience and expertise with other expert
practitioners and contribute to a postconference report which will
determine future actions of IFIP with respect to education. J.
David Tinsley J. van Weert Tom Editors Acknowledgement The editors
wish to thank Deryn Watson of Kings College London for organizing
the paper reviewing process. The editors also wish to thank the
School of Informatics, Faculty of Mathematics and Informatics of
the Catholic University of Nijmegen for its support in the
production of this document.
Deryn Watson and David Tinsley The topic of the conference,
integrating infonnation technology into education, is both broad
and multi-facetted. In order to help focus the papers and
discussion we identified 7 themes: * Current developments in
society and education influencing integration; * Teachers, their
roles and concerns; * Learners, their expectations of and behaviour
in an integrated environment; * Developments and concerns in the
curriculum; * Successes and failures in existing practice; *
Organisation and management of integrated environments; *
Identification of social and political influences. Each author was
invited to focus on one theme, and these remained strands
throughout as can be seen from the short papers and focus group
reports. The first and most significant concern therefore was to be
clear about our notions of integration; what do we mean and how is
this relevant? Our keynote paper from Cornu clearly marked out this
debate by examining the notion of integration and alerting us to
the fact that as long as the use of IT is still added to the
curriculum, then integration has not yet begun.
In the eerie silence and dead stillness, there was another world
alive and moving. A world without sound and without shape;
invisible and menacing. There was no escape and no retreat. the
world he had come from was no longer behind him and the unseen
specter was compelling him forward into the dark trees that loomed
in the distance. Whatever it wanted, it could not be resisted. What
lay ahead was unknown terror, a journey into the thicket of haunted
leaves -- maybe never to return.
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