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TECHNOLOGY IN EDUCATION If we look ahead only five to ten years , a large sector of the population will have access to all the modem television , audio-cassette recorders , video-tape recorders , personal computers , video-discs , data banks , satellite transmission and multi-channel cable television . The list is formidable enoughj it might become more so as the decades go by . Technology will have an important place in education provided that we remain masters of the technology and use it as an aid and servant . It is likely that , of all the electronic tools , the computer used in conjunction with video-discs might acquire a significant role in education because of its vast capacity for storage and retrieval and because it is an interactive medium , in the sense of facilitating a dialogue with the learner . It is a tool that individualizes learning . Radio and television might lose some ground because they are not interactive . This weakness could be partly alleviated through what is known as "Tutored Video Instruction" ( TVI ) . It would operate in the following way : the TV centre would transmit the television lessons outside school hoursj the schools would video-tape the lessons and present the taped lessons to the classroom , with the educator acting as tutor . Whenever a question is put , the tutor stops the taped lesson and answers the question or encourages a discussion to take place . Information technology now permeates every aspect of our activities so deeply that some degree of literacy in this technology is a condition for being an effective citizen . The education system must recognize that the electronic revolution is upon us . Unless it introduces the pupils to an intelligent use of information technology , education will lose much of its relevance . How should one set about to achieve this ? We must first ask what our educational aims are . What is our concept of education ? How do people think and how do they learn ? are others which are no less essential and which the conventional evaluations would not measure , such as the skills of self-learning or the habit of independent thinking .
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