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CIS 101 2C Guide to Computer Concepts dumped with WikiTeam tools.

This study investigated the possibility of creating a computer-assisted remediation program to assist students having difficulties in basic college research and statistics courses. A team approach involving instructors and students drove the research into and creation of the computer program. The effect of student use was reviewed by looking at the process using action research in a series of studies. The first pilot study investigated screen designs without in depth analysis. A second pilot study investigated the statistical portion of the presentation through the responses of 12 graduate students. Results were used in third pilot and fourth pilot studies in which static and animated graphics were studied using 40 graduate students. No significant differences were found between static and animated graphics. A fifth pilot measured individual differences with 75 undergraduates and suggested that a locus of control measure would be useful. Additional pilot studies investigated freedom of navigation through the program (50 graduate students) and presentation modes (103 graduate students). These results are being used in the development of a full semester computer-assisted course in introductory statistics. (Contains 17 references.) (SLD)

This study investigated the possibility of creating a computer-assisted remediation program to assist students having difficulties in basic college research and statistics courses. A team approach involving instructors and students drove the research into and creation of the computer program. The effect of student use was reviewed by looking at the process using action research in a series of studies. The first pilot study investigated screen designs without in depth analysis. A second pilot study investigated the statistical portion of the presentation through the responses of 12 graduate students. Results were used in third pilot and fourth pilot studies in which static and animated graphics were studied using 40 graduate students. No significant differences were found between static and animated graphics. A fifth pilot measured individual differences with 75 undergraduates and suggested that a locus of control measure would be useful. Additional pilot studies investigated freedom of navigation through the program (50 graduate students) and presentation modes (103 graduate students). These results are being used in the development of a full semester computer-assisted course in introductory statistics. (Contains 17 references.) (SLD)

This study aims to examine whether there is a shared understanding within the CSCL research community regarding the definitions of key concepts such as Computer-Supported Collaborative Learning (CSCL), Cooperative Learning (CopL), and Collaborative Learning (ColL). Furthermore, it seeks to explore how this understanding varies depending on researchers’ areas of focus and levels of experience within the field. Lastly, theoretical approaches and technological tools employed by researchers in their CSCL studies will be explored.

x, 342 p. 24 cm

x, 342 p. 24 cm

x, 342 p. 24 cm

x, 342 p. 24 cm

xvi, O1-O34, 522 pages : 28 cm

An interactive CD-ROM version of the third edition of the book "New Perspectives on Computer Concepts: Introductory", including videos, animations, links to webpages, and Labs into the book. Notes: The software is released on 1997-03-11, based on the readme file. The software is compiled as 16-bit executable. If you planned to run it on 64-bit operating system, you'll need NTVDMx64 or WineVDM . Tested on Windows XP SP3

Instructions for Spell Master by Computer Concepts for the BBC. Second edition, published in 1987

Instructions for Spell Master by Computer Concepts for the BBC. Second edition, published in 1987

Instructions for Spell Master by Computer Concepts for the BBC. Second edition, published in 1987

In an attempt to determine whether information and skills necessary to use a university library could be taught in high schools by a method of branching pictorial programing, a series of experiments were conducted with the assistance of high school seniors and college freshmen, juniors and seniors. In Experiment 1, Carbondale High School Students were compared with the College Picture and Print Group. Experiment 2 compared University School and College, Picture-Print and Audio only. Experiment 3 was a comparison of high school classes against the college group on by-passes attempted and successful by-passes. Comparison of University School and College Audio-only was the subject of the fourth experiment. Experiment 5 was concerned with Carbondale Community High School and College, Picture-Print, and grade point. The last experiment, number 6, was a comparison of Picture-Print and Picture-Audio high school groups by GPA levels. Conclusions are detailed at the end of each experiment, and there is an appendix of 15 tables detailing scores in the experiments. (Author/GO)

Rare Books and Manuscripts at Bhagavad Ramanuja National Research Institute Melukote,Tattva-Heritage-Foundation-Kolkata Digitizations, 'Hardware Concepts and Information Processing by Design team (Aptech Computer Education) English- Bombay 1995 -Aptech Computer Education'

Rare Books and Manuscripts at Bhagavad Ramanuja National Research Institute Melukote,Tattva-Heritage-Foundation-Kolkata Digitizations, 'Hardware Concepts and Information Processing by Design team (Aptech Computer Education) English- Bombay 1995 -Aptech Computer Education'

Rare Books and Manuscripts at Bhagavad Ramanuja National Research Institute Melukote,Tattva-Heritage-Foundation-Kolkata Digitizations, 'Hardware Concepts and Information Processing by Design team (Aptech Computer Education) English- Bombay 1995 -Aptech Computer Education'

The Florida State model of computer-managed instruction (CMI) differs from other such models in that it assumes a student will achieve his maximum performance level by interacting directly with the computer in order to evaluate his learning experience. In this system the computer plays the role of real-time diagnostician and prescriber for the student and serves as a master record-keeper for the entire student population. To test this model of CMI, systems concepts were used in developing a programed course to teach graduate education students the techniques of programed instruction. In a field trial of the course, four instructional presentations were used: students followed a fixed sequence of tasks and had a graduate student evaluate their progress, students selected their own sequence of tasks and had a graduate student evaluate their progress, students followed a fixed sequence and evaluated their progress with the aid of a computer, and students selected their own sequence and evaluated their progress with the aid of a computer. No significant differences were found among the experimental treatment groups. Student performance on the cognitive portion of the course was excellent, and it was estimated that the cost of conducting the course via CMI was one-half to one-third the cost of conventional graduate instruction. (Author/JY)

The Florida State model of computer-managed instruction (CMI) differs from other such models in that it assumes a student will achieve his maximum performance level by interacting directly with the computer in order to evaluate his learning experience. In this system the computer plays the role of real-time diagnostician and prescriber for the student and serves as a master record-keeper for the entire student population. To test this model of CMI, systems concepts were used in developing a programed course to teach graduate education students the techniques of programed instruction. In a field trial of the course, four instructional presentations were used: students followed a fixed sequence of tasks and had a graduate student evaluate their progress, students selected their own sequence of tasks and had a graduate student evaluate their progress, students followed a fixed sequence and evaluated their progress with the aid of a computer, and students selected their own sequence and evaluated their progress with the aid of a computer. No significant differences were found among the experimental treatment groups. Student performance on the cognitive portion of the course was excellent, and it was estimated that the cost of conducting the course via CMI was one-half to one-third the cost of conventional graduate instruction. (Author/JY)

The Florida State model of computer-managed instruction (CMI) differs from other such models in that it assumes a student will achieve his maximum performance level by interacting directly with the computer in order to evaluate his learning experience. In this system the computer plays the role of real-time diagnostician and prescriber for the student and serves as a master record-keeper for the entire student population. To test this model of CMI, systems concepts were used in developing a programed course to teach graduate education students the techniques of programed instruction. In a field trial of the course, four instructional presentations were used: students followed a fixed sequence of tasks and had a graduate student evaluate their progress, students selected their own sequence of tasks and had a graduate student evaluate their progress, students followed a fixed sequence and evaluated their progress with the aid of a computer, and students selected their own sequence and evaluated their progress with the aid of a computer. No significant differences were found among the experimental treatment groups. Student performance on the cognitive portion of the course was excellent, and it was estimated that the cost of conducting the course via CMI was one-half to one-third the cost of conventional graduate instruction. (Author/JY)

The Florida State model of computer-managed instruction (CMI) differs from other such models in that it assumes a student will achieve his maximum performance level by interacting directly with the computer in order to evaluate his learning experience. In this system the computer plays the role of real-time diagnostician and prescriber for the student and serves as a master record-keeper for the entire student population. To test this model of CMI, systems concepts were used in developing a programed course to teach graduate education students the techniques of programed instruction. In a field trial of the course, four instructional presentations were used: students followed a fixed sequence of tasks and had a graduate student evaluate their progress, students selected their own sequence of tasks and had a graduate student evaluate their progress, students followed a fixed sequence and evaluated their progress with the aid of a computer, and students selected their own sequence and evaluated their progress with the aid of a computer. No significant differences were found among the experimental treatment groups. Student performance on the cognitive portion of the course was excellent, and it was estimated that the cost of conducting the course via CMI was one-half to one-third the cost of conventional graduate instruction. (Author/JY)

Tri 2 2019/2020

Tri 2 2019/2020

The purpose of this document is to provide a description of key terms and concepts specific to computer-based model calibration and uncertainty analysis. This document is designed for engineers, scientists, and planners who perform or utilize environmental modeling for planning, restoration, and operations purposes. More specifically, the document is intended to facilitate the understanding and promote the proper use of model calibration and uncertainty analysis within the U.S. Army Corps of Engineers (USACE), Hydrologic and Hydraulic (H&H) Community of Practice (CoP).

The purpose of this document is to provide a description of key terms and concepts specific to computer-based model calibration and uncertainty analysis. This document is designed for engineers, scientists, and planners who perform or utilize environmental modeling for planning, restoration, and operations purposes. More specifically, the document is intended to facilitate the understanding and promote the proper use of model calibration and uncertainty analysis within the U.S. Army Corps of Engineers (USACE), Hydrologic and Hydraulic (H&H) Community of Practice (CoP).

DoD has become increasingly dependent upon storing its sensitive information in electronic form and has a deep concern for the integrity and privacy of this valuable information. In the recent aftermath of numerous electronic break-ins, the DoD continues to express anxiety over technically weak system administrators' inability to protect sensitive electronic information. The solution to minimizing these electronic intrusions and bolstering computer security in DoD is to educate military officers and federal civilians in the methods of computer security. This can be accomplished by integrating concepts and problem solving techniques related to computer security into the Information Technology Management (370) Curriculum at the Naval Postgraduate School.

DoD has become increasingly dependent upon storing its sensitive information in electronic form and has a deep concern for the integrity and privacy of this valuable information. In the recent aftermath of numerous electronic break-ins, the DoD continues to express anxiety over technically weak system administrators' inability to protect sensitive electronic information. The solution to minimizing these electronic intrusions and bolstering computer security in DoD is to educate military officers and federal civilians in the methods of computer security. This can be accomplished by integrating concepts and problem solving techniques related to computer security into the Information Technology Management (370) Curriculum at the Naval Postgraduate School.

DoD has become increasingly dependent upon storing its sensitive information in electronic form and has a deep concern for the integrity and privacy of this valuable information. In the recent aftermath of numerous electronic break-ins, the DoD continues to express anxiety over technically weak system administrators' inability to protect sensitive electronic information. The solution to minimizing these electronic intrusions and bolstering computer security in DoD is to educate military officers and federal civilians in the methods of computer security. This can be accomplished by integrating concepts and problem solving techniques related to computer security into the Information Technology Management (370) Curriculum at the Naval Postgraduate School.

Computer literacy has evolved from writing simple BASIC programs to using desktop productivity applications. The shift from mainframe to personal computer brought about the need to rethink computer literacy courses to introduce basic skills and familiarity using desktop productivity applications. While these skills remain important, the recent shift of applications and data from the desktop to the Web has brought about another stage in the evolution of computer literacy education to the extent that today's students not only need to be "computer literate" but also "Web literate" or "Web 2.0 literate." Computer literacy courses retained the old concepts, but had less time to cover them because of the need to introduce new concepts. This paper examines approaches to teaching first year college introductory technology courses and suggests practical exercises and skills required for today's students to be Web 2.0 literate.

Computer networks are one of the skills that require mastering concepts, but a weak comprehension of these concepts can cause cognitive and psychomotor challenges for students. Several studies showed that a group of information technology education students at a university struggled with basic network practical exercises, signifying the importance of addressing conceptual understanding. Therefore, this study aimed to enhance students’ comprehension of high-level abstract computer network materials. To achieve the desired outcome, a pre-test post-test control group design was conducted on two groups of 29 students each. The results showed a positive impact on strengthening the conceptual understanding of students. Consequently, the experimental class achieved higher test scores compared to the control class, with a difference of 11.6. Data processing also showed higher N-gain values in the experimental class, indicating that analogies had a positive influence on students’ conceptual understanding of computer network materials.

Computer networks are one of the skills that require mastering concepts, but a weak comprehension of these concepts can cause cognitive and psychomotor challenges for students. Several studies showed that a group of information technology education students at a university struggled with basic network practical exercises, signifying the importance of addressing conceptual understanding. Therefore, this study aimed to enhance students’ comprehension of high-level abstract computer network materials. To achieve the desired outcome, a pre-test post-test control group design was conducted on two groups of 29 students each. The results showed a positive impact on strengthening the conceptual understanding of students. Consequently, the experimental class achieved higher test scores compared to the control class, with a difference of 11.6. Data processing also showed higher N-gain values in the experimental class, indicating that analogies had a positive influence on students’ conceptual understanding of computer network materials.

Computer networks are one of the skills that require mastering concepts, but a weak comprehension of these concepts can cause cognitive and psychomotor challenges for students. Several studies showed that a group of information technology education students at a university struggled with basic network practical exercises, signifying the importance of addressing conceptual understanding. Therefore, this study aimed to enhance students’ comprehension of high-level abstract computer network materials. To achieve the desired outcome, a pre-test post-test control group design was conducted on two groups of 29 students each. The results showed a positive impact on strengthening the conceptual understanding of students. Consequently, the experimental class achieved higher test scores compared to the control class, with a difference of 11.6. Data processing also showed higher N-gain values in the experimental class, indicating that analogies had a positive influence on students’ conceptual understanding of computer network materials.

Computer networks are one of the skills that require mastering concepts, but a weak comprehension of these concepts can cause cognitive and psychomotor challenges for students. Several studies showed that a group of information technology education students at a university struggled with basic network practical exercises, signifying the importance of addressing conceptual understanding. Therefore, this study aimed to enhance students’ comprehension of high-level abstract computer network materials. To achieve the desired outcome, a pre-test post-test control group design was conducted on two groups of 29 students each. The results showed a positive impact on strengthening the conceptual understanding of students. Consequently, the experimental class achieved higher test scores compared to the control class, with a difference of 11.6. Data processing also showed higher N-gain values in the experimental class, indicating that analogies had a positive influence on students’ conceptual understanding of computer network materials.

Computer networks are one of the skills that require mastering concepts, but a weak comprehension of these concepts can cause cognitive and psychomotor challenges for students. Several studies showed that a group of information technology education students at a university struggled with basic network practical exercises, signifying the importance of addressing conceptual understanding. Therefore, this study aimed to enhance students’ comprehension of high-level abstract computer network materials. To achieve the desired outcome, a pre-test post-test control group design was conducted on two groups of 29 students each. The results showed a positive impact on strengthening the conceptual understanding of students. Consequently, the experimental class achieved higher test scores compared to the control class, with a difference of 11.6. Data processing also showed higher N-gain values in the experimental class, indicating that analogies had a positive influence on students’ conceptual understanding of computer network materials.

DREV is investigating concepts for the development of a computer based, real time decision support system that can provide combat system operators with advanced support capabilities for countering the current and anticipated threat to the Canadian Patrol Frigate. Among its principal roles, this system will continuously take in data from the ship's sensors and other information sources; support the formulation, maintenance and display of an accurate tactical picture derived by fusing all available data, leading to enhanced situation awareness; and assist in determining and selecting a response to anticipated or actual threats. This document examines a range of concepts for the design of the system, focusing on automation, cognitive and methodological issues. It also exposes preliminary ideas of a novel model based framework that is being developed to support design.

DoD has become increasingly dependent upon storing its sensitive information in electronic form and has a deep concern for the integrity and privacy of this valuable information. In the recent aftermath of numerous electronic break-ins, the DoD continues to express anxiety over technically weak system administrators' inability to protect sensitive electronic information. The solution to minimizing these electronic intrusions and bolstering computer security in DoD is to educate military officers and federal civilians in the methods of computer security. This can be accomplished by integrating concepts and problem solving techniques related to computer security into the Information Technology Management (370) Curriculum at the Naval Postgraduate School.

Answers to questions about how children successfully use computers were found by identifying computer skills and concepts achieved by children attending the 1984 Computer Camp for Young Children at the University of Delaware. A total of 43 children from 4 through 7 years of age attended 1-1/2 hour sessions each day for 4 weeks. Computer activities were embedded in a supporting curriculum of materials and activities designed to precede or extend computer experiences. Children received instruction or coaching in specific computer skills as the need arose. During the last 3 weeks of the camp, teachers recorded children's performance on a list of computer skills thought necessary for successful computer use. This paper first succinctly identifies seven skills demonstrated by all successful children and five concepts about the nature of computers the children understood. Then, for each concept and skill, sample activities and materials are suggested as stimuli to planning. Concluding remarks caution readers that the information presented in the article does not constitute a prescription for successful computer activities with young children, but should be regarded as a demonstration of a way of thinking about computer use in early childhood education through which curriculum materials and activities were generated. (RH)

Answers to questions about how children successfully use computers were found by identifying computer skills and concepts achieved by children attending the 1984 Computer Camp for Young Children at the University of Delaware. A total of 43 children from 4 through 7 years of age attended 1-1/2 hour sessions each day for 4 weeks. Computer activities were embedded in a supporting curriculum of materials and activities designed to precede or extend computer experiences. Children received instruction or coaching in specific computer skills as the need arose. During the last 3 weeks of the camp, teachers recorded children's performance on a list of computer skills thought necessary for successful computer use. This paper first succinctly identifies seven skills demonstrated by all successful children and five concepts about the nature of computers the children understood. Then, for each concept and skill, sample activities and materials are suggested as stimuli to planning. Concluding remarks caution readers that the information presented in the article does not constitute a prescription for successful computer activities with young children, but should be regarded as a demonstration of a way of thinking about computer use in early childhood education through which curriculum materials and activities were generated. (RH)

Answers to questions about how children successfully use computers were found by identifying computer skills and concepts achieved by children attending the 1984 Computer Camp for Young Children at the University of Delaware. A total of 43 children from 4 through 7 years of age attended 1-1/2 hour sessions each day for 4 weeks. Computer activities were embedded in a supporting curriculum of materials and activities designed to precede or extend computer experiences. Children received instruction or coaching in specific computer skills as the need arose. During the last 3 weeks of the camp, teachers recorded children's performance on a list of computer skills thought necessary for successful computer use. This paper first succinctly identifies seven skills demonstrated by all successful children and five concepts about the nature of computers the children understood. Then, for each concept and skill, sample activities and materials are suggested as stimuli to planning. Concluding remarks caution readers that the information presented in the article does not constitute a prescription for successful computer activities with young children, but should be regarded as a demonstration of a way of thinking about computer use in early childhood education through which curriculum materials and activities were generated. (RH)

Answers to questions about how children successfully use computers were found by identifying computer skills and concepts achieved by children attending the 1984 Computer Camp for Young Children at the University of Delaware. A total of 43 children from 4 through 7 years of age attended 1-1/2 hour sessions each day for 4 weeks. Computer activities were embedded in a supporting curriculum of materials and activities designed to precede or extend computer experiences. Children received instruction or coaching in specific computer skills as the need arose. During the last 3 weeks of the camp, teachers recorded children's performance on a list of computer skills thought necessary for successful computer use. This paper first succinctly identifies seven skills demonstrated by all successful children and five concepts about the nature of computers the children understood. Then, for each concept and skill, sample activities and materials are suggested as stimuli to planning. Concluding remarks caution readers that the information presented in the article does not constitute a prescription for successful computer activities with young children, but should be regarded as a demonstration of a way of thinking about computer use in early childhood education through which curriculum materials and activities were generated. (RH)

Answers to questions about how children successfully use computers were found by identifying computer skills and concepts achieved by children attending the 1984 Computer Camp for Young Children at the University of Delaware. A total of 43 children from 4 through 7 years of age attended 1-1/2 hour sessions each day for 4 weeks. Computer activities were embedded in a supporting curriculum of materials and activities designed to precede or extend computer experiences. Children received instruction or coaching in specific computer skills as the need arose. During the last 3 weeks of the camp, teachers recorded children's performance on a list of computer skills thought necessary for successful computer use. This paper first succinctly identifies seven skills demonstrated by all successful children and five concepts about the nature of computers the children understood. Then, for each concept and skill, sample activities and materials are suggested as stimuli to planning. Concluding remarks caution readers that the information presented in the article does not constitute a prescription for successful computer activities with young children, but should be regarded as a demonstration of a way of thinking about computer use in early childhood education through which curriculum materials and activities were generated. (RH)

Archimedean - Issue 8 (1993)(Computer Concepts)(GB)

Archimedean - Issue 8 (1993)(Computer Concepts)(GB)

A computer modeling tool is being developed to assess candidate designs for the Space Station Data Management System (DMS). The DMS is to be a complex distributed computer system including the processor, storage devices, local area networks, and software that will support all processing functions onboard the Space Station. The modeling tool will allow a candidate design for the DMS, or for other subsystems that use the DMS, to be evaluated in terms of parameters. The tool and its associated modeling methodology are intended for use by DMS and subsystem designers to perform tradeoff analyses between design concepts using varied architectures and technologies.

A computer modeling tool is being developed to assess candidate designs for the Space Station Data Management System (DMS). The DMS is to be a complex distributed computer system including the processor, storage devices, local area networks, and software that will support all processing functions onboard the Space Station. The modeling tool will allow a candidate design for the DMS, or for other subsystems that use the DMS, to be evaluated in terms of parameters. The tool and its associated modeling methodology are intended for use by DMS and subsystem designers to perform tradeoff analyses between design concepts using varied architectures and technologies.

This historic computer and information technology film by Edutronics, Inc. presents “Data Processing Principles Basic File Concepts,” a 1969 film focusing on the “exciting things … happening today in the world of data processing.” From business to scientific research, the “science of information” is said to be changing the world around us. Machines are being used to represent, store, manipulate, transmit, and display information, we’re told starting at mark   01:05 . As we see an electronic calendar click through the 1970s the narrator predicts using such technology will be a major challenge for that decade, as we see illustrations of massive computer terminals linked to each other that promises great changes in creative engineering “by allowing man and machine to work together and people to communicate with each other more effectively.” The film explains how computers already are being used as “tools of management” (mark  02:20 ) and less as clerical devices, in addition to a variety of uses in scientific research, engineering, government, and business. Near mark  03:00  the narrator explains how data is selected, collected, data, and maintained before being processed, transmitted, and displayed to yield useful information. Basic file concepts are explained in detail starting at mark  03:38  aided by animated scenes, and later we’re told how such files can also be stored on a medium such as magnetic tape ( 06:13 ) or merged to create a composite file.  We encourage viewers to add comments and, especially, to provide additional information about our videos by adding a comment! See something interesting? Tell people what it is and what they can see by writing something for example: "01:00:12:00 -- President Roosevelt is seen meeting with Winston Churchill at the Quebec Conference." This film is part of the Periscope Film LLC archive, one of the largest historic military, transportation, and aviation stock footage collections in the USA. Entirely film backed, this material is available for licensing in 24p HD, 2k and 4k. For more information visit  http://www.PeriscopeFilm.com

This historic computer and information technology film by Edutronics, Inc. presents “Data Processing Principles Basic File Concepts,” a 1969 film focusing on the “exciting things … happening today in the world of data processing.” From business to scientific research, the “science of information” is said to be changing the world around us. Machines are being used to represent, store, manipulate, transmit, and display information, we’re told starting at mark   01:05 . As we see an electronic calendar click through the 1970s the narrator predicts using such technology will be a major challenge for that decade, as we see illustrations of massive computer terminals linked to each other that promises great changes in creative engineering “by allowing man and machine to work together and people to communicate with each other more effectively.” The film explains how computers already are being used as “tools of management” (mark  02:20 ) and less as clerical devices, in addition to a variety of uses in scientific research, engineering, government, and business. Near mark  03:00  the narrator explains how data is selected, collected, data, and maintained before being processed, transmitted, and displayed to yield useful information. Basic file concepts are explained in detail starting at mark  03:38  aided by animated scenes, and later we’re told how such files can also be stored on a medium such as magnetic tape ( 06:13 ) or merged to create a composite file.  We encourage viewers to add comments and, especially, to provide additional information about our videos by adding a comment! See something interesting? Tell people what it is and what they can see by writing something for example: "01:00:12:00 -- President Roosevelt is seen meeting with Winston Churchill at the Quebec Conference." This film is part of the Periscope Film LLC archive, one of the largest historic military, transportation, and aviation stock footage collections in the USA. Entirely film backed, this material is available for licensing in 24p HD, 2k and 4k. For more information visit  http://www.PeriscopeFilm.com

This historic computer and information technology film by Edutronics, Inc. presents “Data Processing Principles Basic File Concepts,” a 1969 film focusing on the “exciting things … happening today in the world of data processing.” From business to scientific research, the “science of information” is said to be changing the world around us. Machines are being used to represent, store, manipulate, transmit, and display information, we’re told starting at mark   01:05 . As we see an electronic calendar click through the 1970s the narrator predicts using such technology will be a major challenge for that decade, as we see illustrations of massive computer terminals linked to each other that promises great changes in creative engineering “by allowing man and machine to work together and people to communicate with each other more effectively.” The film explains how computers already are being used as “tools of management” (mark  02:20 ) and less as clerical devices, in addition to a variety of uses in scientific research, engineering, government, and business. Near mark  03:00  the narrator explains how data is selected, collected, data, and maintained before being processed, transmitted, and displayed to yield useful information. Basic file concepts are explained in detail starting at mark  03:38  aided by animated scenes, and later we’re told how such files can also be stored on a medium such as magnetic tape ( 06:13 ) or merged to create a composite file.  We encourage viewers to add comments and, especially, to provide additional information about our videos by adding a comment! See something interesting? Tell people what it is and what they can see by writing something for example: "01:00:12:00 -- President Roosevelt is seen meeting with Winston Churchill at the Quebec Conference." This film is part of the Periscope Film LLC archive, one of the largest historic military, transportation, and aviation stock footage collections in the USA. Entirely film backed, this material is available for licensing in 24p HD, 2k and 4k. For more information visit  http://www.PeriscopeFilm.com

http://uf.catalog.fcla.edu/uf.jsp?st=UF029295574&ix=pm&I=0&V=D&pm=1

This study combines quantitative and ethnographic methods to analyze middle-school students' uses and understandings of microcomputers and videotex. As an experiment in teaching library research skills, 27 eighth graders were assigned to search an online encyclopedia in preparation for writing a science theme. The students' operational practices and associated conceptual understandings were interpreted as a multimodal case study of videotex use. Analysis of data from hard copies of the students' disk records (an unobtrusive measure), participant observation during naturalistic computer use, and a direct, hands-on test of computer competence at the project's end supported five tentative conclusions; the students typically: (1) mastered only the simplest videotex commands without improving their rate of error over time; (2) had difficulty understanding the concepts and vocabulary, but not the structure of electronic menus; (3) accessed only a small quantity of electronic text compared to available printed materials; (4) exhibited the ability to search by keyword but found the videotex service inadequately cross-referenced; and (5) required constant adult assistance to log on to the videotex service, to learn command operations, and to store text on disk files. The study indicated that, as of 1984, commercial electronic text services lacked internal motivations to achieve operational efficiency and were unsuited to the educational objective of learning the cognitive skills of information processing. (Author/JB)