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Teachers and researchers of English language arts have been struggling with the effects of computers on reading since the 1960s

admin2016-11-13  35
问题     Teachers and researchers of English language arts have been struggling with the effects of computers on reading since the 1960s and on writing since the late 1970s. Rein and Bowl (also called R&B), who studied the influence of technology and its impact on the nature of written communication since the invention of the printing press, conclude that "technology has frequently played a dominant role in defining what reading and writing skills have been considered important, as well as how and to whom they were taught." New terms such as Web-based literacy, electronic literacy, digital literacy and digital learning are beginning to show up in our everyday vocabulary. These terms represent a trend toward new dimensions of literacy and curricular goals. Educational goals are tied to learning environments, as one changes so much the other. Literacy goals 100 years ago for many students were to be able to read and write names, copy and read texts, and generate lists of merchandise. Literacy goals of today require mastery over many different types of writing such as persuasive and expository, and expect students to be able to interpret, compare, contrast and analyze complex texts.
    Rein and Bowl also describe the impact of information and communication technologies, such as the Internet, on the context of literacy and learning in the 21st century. Their analysis is based on what research indicates to be the major cultural forces affecting changes in literacy education, not on ability research that demonstrates the effects of information and communication technologies (ICT) on student learning, as some researchers and policymakers have called for in recent years. They note, "ICT and other digital technologies are so central to the nation’s future that additional data on their ability are unnecessary before systemically integrating these technologies into schools." In other words, cultural forces are compelling enough to validate the use of the Internet for educational purposes.
    Access to the Internet is now widely available in schools. Indeed according to the National Center for Education Statistics (NCES), 98 percent of U.S. public schools and 77 percent of classrooms in those schools were connected to the Internet by 2000. Telecommunications—defined as telephone, radio, television, videotapes, compact and laser discs, computers, and satellites technologies brought together through a networked, multimedia information infrastructure called the Internet—change how teachers and students share information and ideas across all disciplines.
Which of the following can best describe the relationship between learning environments and educational goals?
选项 A、The former is identical with the latter.
B、The former is interchangeable with the latter
C、The former is independent on the latter.
D、The former is interrelated with the latter.
答案D
解析 根据题干的learning environments and educational goals定位到第1段。文章指出，教育目标与学习环境密切相关，其中有一个发生了变化，另一个也会随之变化。这就表明，两者互相影响，因而D为本题答案。通过分析，A(完全相同的)、C(不受约束的)可以很快排除；由于其中一个发生变化，另一个也发生改变，就说明B(可转换的)也不准确，因为两者相互依赖不等同于两者可以相互转换，据此排除B。
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