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How the Computers Arrived in the Hungarian Schools

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Lajos dzDzⱹá
Lajos dzDzⱹá

The document discusses the history of computerization in Hungarian education from the 1950s to the 1990s. It describes three main periods: 1) Early experiments and establishment from the 1950s to 1980s. 2) Computerization of schools in the 1980s with the introduction of school computer programs. 3) Implementing computer curricula in the 1990s as the field became more established. It explores the political, economic, and international contexts that influenced developments and debates around the role of computers in education.

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ICOLLE 8 September 2021 Lajos dzDzⱹá
 Research in progress  Waves of computerization - First period until 1980’s: experiments and establishment of the field - Computerization of the schools (1980’s) - Implementing curricula (1990’s)  The status of art – international context  Decades of school reforms – my starting and finishing point
 Cooperation: - History of Education - History of Computing  The corpus  Framework - Personal dimension: pioneers and networks - Economical-political context - Available technologies - Transnational dimension: UNESCO, Soviet Union
The Hungarian School Computer, 1983 Csongrád Megyei Hírlap, 1983. április 16. 6. The first Hungarian computer, 1959
 Unexplored field - puzzle Some characteristics:  The feeling of delay and lagging behind  Stop and go mechanism (reforms and counter-reforms)  Influence of economical thinking: - Distribution - Planning - Efficiency and optimization  Science and academy - Cybernetics, learning machines, behaviourism - New Mathematics - University training 1982, Videoton (BFL, XXXV. 1.a.4)
 1957-1965: random experiments Győző Kovács, Mihály Kovács and László Kalmár  1965-1975: International opening 1968 – New Economic Mechanism, big changes in the Hungarian IT sector 1972 – university reform (informatics)  1975-1985: Computerization of Hungary 1983 – school computer program Mihály Kovács, pioneer of informatics in the secondary school Köznevelés, 1965/18. 702.
 1968 – 1969 The John von Neumann Computer Society: Joining international organizations, e.g. IFIP  Purchase of Western licenses VIDEOTON joins computer manufacturing • Support of UNESCO/UNDP National Leadership Centre National Educational Technology Centre seminars, trainings, conferences (dissemination & funding)  TV Basic and school-computers https://www.youtube.com/watch?v=VJHbRufug8o&list=PL- OpjJt-qI2sFdfvGG3Ge72akGr1jyplM The new school computer – HT3080C
 Focused on programming (lack of software)  1985 Educational Act  A fashionable movement  Continuity in the generations  Multimedia nature (connected devices) - TV - Tape recorder - Projector A flagship journal from the 80’s Videoton factory
The introduction of cybernetics Computers in the secondary schools
• How can we define? • Before the transformation process/collapse Radical decentralisation from 1985 Relatively autonomous and influential educational research and development community, Western connections • New ideas: market, innovation, financing, self-governance
Debates and new conceptions Western support (UNESCO, EC) Ideology vs. rationality Changing geopolitical and economical environment: adaptation and modernisation Népszava, 1993. február 11. 7. o.
• Parties, conflicts and interests (e.g. the case of denominational schools) • Balance between centralisation and decentralisation
• Curricular policy (1995, 1999) A new subject and knowledge field - Computer technology - Informatics (terminology) 5-6th Class – 2-4% 7-8th Class – 4-7% Secondary school – 4-7%
 Possible questions emerging: - Dependence on politics - Needs of the economy - Needs of the society - Trans/supranational organizations (UN, EU) - School-types and specifics - Computerization and digitalization
How the Computers Arrived in the Hungarian Schools

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How the Computers Arrived in the Hungarian Schools

  • 2.  Research in progress  Waves of computerization - First period until 1980’s: experiments and establishment of the field - Computerization of the schools (1980’s) - Implementing curricula (1990’s)  The status of art – international context  Decades of school reforms – my starting and finishing point
  • 3.  Cooperation: - History of Education - History of Computing  The corpus  Framework - Personal dimension: pioneers and networks - Economical-political context - Available technologies - Transnational dimension: UNESCO, Soviet Union
  • 4. The Hungarian School Computer, 1983 Csongrád Megyei Hírlap, 1983. április 16. 6. The first Hungarian computer, 1959
  • 5.  Unexplored field - puzzle Some characteristics:  The feeling of delay and lagging behind  Stop and go mechanism (reforms and counter-reforms)  Influence of economical thinking: - Distribution - Planning - Efficiency and optimization  Science and academy - Cybernetics, learning machines, behaviourism - New Mathematics - University training 1982, Videoton (BFL, XXXV. 1.a.4)
  • 6.  1957-1965: random experiments Győző Kovács, Mihály Kovács and László Kalmár  1965-1975: International opening 1968 – New Economic Mechanism, big changes in the Hungarian IT sector 1972 – university reform (informatics)  1975-1985: Computerization of Hungary 1983 – school computer program Mihály Kovács, pioneer of informatics in the secondary school Köznevelés, 1965/18. 702.
  • 7.  1968 – 1969 The John von Neumann Computer Society: Joining international organizations, e.g. IFIP  Purchase of Western licenses VIDEOTON joins computer manufacturing • Support of UNESCO/UNDP National Leadership Centre National Educational Technology Centre seminars, trainings, conferences (dissemination & funding)  TV Basic and school-computers https://www.youtube.com/watch?v=VJHbRufug8o&list=PL- OpjJt-qI2sFdfvGG3Ge72akGr1jyplM The new school computer – HT3080C
  • 8.  Focused on programming (lack of software)  1985 Educational Act  A fashionable movement  Continuity in the generations  Multimedia nature (connected devices) - TV - Tape recorder - Projector A flagship journal from the 80’s Videoton factory
  • 10. • How can we define? • Before the transformation process/collapse Radical decentralisation from 1985 Relatively autonomous and influential educational research and development community, Western connections • New ideas: market, innovation, financing, self-governance
  • 11. Debates and new conceptions Western support (UNESCO, EC) Ideology vs. rationality Changing geopolitical and economical environment: adaptation and modernisation Népszava, 1993. február 11. 7. o.
  • 12. • Parties, conflicts and interests (e.g. the case of denominational schools) • Balance between centralisation and decentralisation
  • 13. • Curricular policy (1995, 1999) A new subject and knowledge field - Computer technology - Informatics (terminology) 5-6th Class – 2-4% 7-8th Class – 4-7% Secondary school – 4-7%
  • 14.  Possible questions emerging: - Dependence on politics - Needs of the economy - Needs of the society - Trans/supranational organizations (UN, EU) - School-types and specifics - Computerization and digitalization