On the cognitive prerequisites of learning computer programming (original) (raw)
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Microcomputers in Schools: Toward More Effective Practices. CSE Monograph
1984
The seven sections in this volume analyze ways to strengthen the educational impact of microcomputers in the schools and to maximize their potential as important learning and instruction tools. The following papers are included: (1) "Human Cognition and the Use of New Technologies" (Richard Mayer); (2; "Don't Bother Me with Instructional Design: I'm Busy Programming!" (M. David Merrill); (3) "From Domain-Referenced Curriculum Evaluation to Selection of Educational Microcomputer Software" (Wells Hively); (4) "Comprehensive Evaluation of Computer Courseware: Getting Back to the Basics" (Kenneth A. Sirotnik); (5) "Computers in the Classroom: Another Case of the More Things Change the More They Stay the Same?" (Jeannie Oakes and Mark Schneider); (6) "The School District Role in Introducing Microcomputers: A Contingency Approach" (Richard C. Williams, Adrianne Bank, and Carol Thomas); and (7) "Some New (and Old) Directions for Computer Courseware" (J. D. Fletcher). The introduction lists eight references, and additional references are listed for each paper. (LMM)
Prospects and Challenges for Using Microcomputers in School. Technical Report No. 7
1984
Prepared as an address for educator groups, this paper provides a theoretical perspective for thinking about problems and prospects for integrating microcomputer uses in school activities. Six major aspects of the perspective are defined: (1) the computer as general-purpose symbolic device; (2) the importance of developmental studies of children's understanding; (3) the importance of teachers and instruction; (4) the need to make computer-based learning purposive; (5) the aim of meeting educational goals effectively; and (6) the guidance of computer use by educational values. Current innovative uses of school technologies in the following areas are discussed: simulations, art and music instruction, writing skills, software for conceptual dexterity, integrated media for matL and science learning, and programming languages. A list of references is included.
Prospects and challenges for using microcomputers in school
Prepared as an address for educator groups, this paper provides a theoretical perspective for thinking about problems and prospects for integrating microcomputer uses in school activities. Six major aspects of the perspective are defined: (1) the computer as general-purpose symbolic device; (2) the importance of developmental studies of children's understanding; (3) the importance of teachers and instruction; (4) the need to make computer-based learning purposive; (5) the aim of meeting educational goals effectively; and (6) the guidance of computer use by educational values. Current innovative uses of school technologies in the following areas are discussed: simulations, art and music instruction, writing skills, software for conceptual dexterity, integrated media for matL and science learning, and programming languages. A list of references is included.
1980
The current state of the art on the educational use of microcomputers was explored through a' review of the literature, observations, and interviews :with, teachers and practitioner's. A working taxonomy to characterize typical computer-augmented learning environments (CALEB) was developed which consisted of environmental ".elements,;-activity segments, teacher-learner environment situations, "' and learner attributes. Results of the interviews with teachers and practitioners showed that in their'CALBs, teachers concentrated less on the presentation of curriculus context and more on computer literacY, thinking, and problem skills-and computer applications.-Their expressed needs were for more computers., quality software, and computer-related teacher training. Positive and negative factors affecting CALE& incladed2,(1) the "hardware reliability" problem, (21 the "access" problem, (3)-the !,f;riendly environment" problem, (4) the "social pressure ", problem. and (5) the "overbearing person" Problem. A hierarchy of achieveient that most students pass through was specified, which included fear, curiosity, understanding, and tool use. The profile of a successful computer student showed that such learners tended to be bright, often boys, math and science oriented, logical or analytical thinkers, and perseverlug. Details on the Survey itself and oz, the taxonomy are appended, and extensive references are provided. (Author/BK
Microcomputers in Early Education: Rationale and Outline for Teacher Training
1982
Arguments for the inclusion of computers in the schools and guidelines for the effective use of computers in educational settings introduce this outline of a college course designed to train students and teachers to successfully utilize microcomputers in prekindergarten through third-grade classrooms. The argument is made that, since computers are being touted as a revolution in pedagogy, teachers must become knowledgablecabout the potential of computer technology. Only when equipped with such knowledge will teachers be able to assess proponents' claims and to lead in appropriately introducing computer technology into educational settings. Specifically, it is asserted that teachers must consider the context in which computer technology is introduced and the various potential uses of computers. In line with this recommendation, the course described, entitled "Teaching with Microcomputers: The Early Years," offers undergraduate and graduate students the opportunity to use the computer as a tutor, a tool, and a tutee. Tutored by the computer, they experience, evaluate, modify, and write instructional/managerial programs across early childhood subject matter domains. Using the computer as a tool, they learn about word processing and'information management for themselves and children. Using the computer as tutee, .they "teach the computer," learning to program and to teach young children to program in Logo. Finally, teachers are advised ttlat others will take leadership in providing instruction with computers, if they do not. (RH)
Microcomputers in Education: Age of Romance, or Age of Reason?
American Annals of the Deaf, 1982
kane. He teaches research design, evaluation, and advanced statistics for doctoral studies in education. From 1966 to 1980, he was involved in research, development, and evaluation of instructional media for the hearing impaired. During this time, he served on the staff of numerous research and development projects for the hearing impaired at the University of NebraskaÂ-Lincoln. His professional interests include microcomputers, evaluation, research design, and cognitive development of exceptional populations. Dr. Kelly received B.S., M.Ed., and Ph.D. degrees from the University of NebraskaÂ-Lincoln. The purpose of this paper is to review and comment on the papers presented at the 1982 national Symposium on Research and Utilization of Educational Media for Teaching the Deaf. The specific title of the symposium was "Microcomputers in Education of the Hearing Impaired. " Overall, the presentations provided practical and commonsense suggestions for curricula, implementation, communication, and selection of equipment. A strong point of the entire Sym
The use of a microcomputer in the primary school
2021
The current situation in primary schools is surveyed to set the scene for a discussion of the purpose, problems and possibilities of introducing microcomputers. Reasons are given for selecting the Corrmodore CBM/PET microcomputer and the implications of this selection. Due to the shortage of appropriate software a range of programs suitable for the primary school was developed. The philosophy of program design, overriding design aims and practical implications of the programs in areas of number reinforcement, language skills, geography, biology and logic games are explained. Evaluating the success of introducing the microcomputer is difficult since it is affected by a wide variety of factors including physical school environment; staff experience, training and attitude to integrating the computer into the classroom to add a new dimension to the school curriculum. The microcomputer hardware alone is not sufficient, suitable software and appropriate supporting services are essential. ...