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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.
According to Rein and Bowl, what is the major cause of the changes in literacy education?
选项 A、Literacy goals.
B、IC technologies.
C、Cultural forces.
D、Telecommunications.
答案C
解析 根据题干的changes in literacy education和Rein and Bowl定位到第2段。该段指出，雷恩和鲍尔之所以做出因特网影响读写能力和学习能力是基于一项研究，这项研究发现，文化因素是影响渎写教育发生变化的主要原因。因此选C。A(读写目标)、B(信息通讯技术)、D(无线电通讯)都在文中有所提及，但都不是引起读写教育的主要原因；本题的答案隐含在一个复合句中，相对来说有一定的难度，需仔细分析。
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