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Texts of conference papers and summaries of colloquia on computers and second language learning are presented, including: "Computers, Language Learning, and the Four Skills" (summary of a session with Steve McGuire, Albert Dudley, Patricia Thornton, Paul Jaquith, Jay Lundelius, Steve Tripp); "Creating Your Own Software--The Easy Way" (Steve McGuire, Marion M. Flaman); "Multimedia for EFL Learners: Implications for Teaching and Learning" (L. M. Dryden); "The Effects of Learning Strategies in a CALL Laboratory: A Report from Tokyo Kogei University" (Yuka Shigemitsu, Hiroshi Tanabe); "An Adjunct Model in the Computer Classroom" (Katharine Isbell); "Using Computer Networks To Facilitate Communication: Network Projects at Chubu" (Tadashi Shiozawa, Hiromi Imamura, Stephen Briss, Shuji Ozeki); and "CALL: Its Scope and Limits" (Frank Berberich). Individual papers contain references. (MSE)

This paper forms part of a preliminary survey for work on the application of artificial intelligence theories and techniques to the learning of music composition skills. The paper deals with present day applications of computers to the teaching of music and speculations about how artificial intelligence might be used to foster music composition in the future. The field of music composition makes use of computer aided instruction in the areas of music theory, music history, and aural testing. Music Logo, the use of the programming language, Logo, to create music, is another application of computer technology to music. Computerized musical instruments allow students to compose and play music at their own level; to listen and adapt these compositions; and to analyze existing music for pitch, note intervals and values, and pattern recognition. Interactive videogames provide untrained students with opportunities to compose music and hear it immediately and to teach musical transformations through simple visual manipulation of music. In the future, artificial intelligence may make modest contributions to support the learning of music composition in the areas of intelligent tutors that focus on music theory, aural training, harmonization, and some highly formalized and artificial styles of composition. Intelligent tools in the form of editors, instruments, and analytical aids along with educational games also could help students learn about music composition. The document contains 16 figures. (DB)

This paper forms part of a preliminary survey for work on the application of artificial intelligence theories and techniques to the learning of music composition skills. The paper deals with present day applications of computers to the teaching of music and speculations about how artificial intelligence might be used to foster music composition in the future. The field of music composition makes use of computer aided instruction in the areas of music theory, music history, and aural testing. Music Logo, the use of the programming language, Logo, to create music, is another application of computer technology to music. Computerized musical instruments allow students to compose and play music at their own level; to listen and adapt these compositions; and to analyze existing music for pitch, note intervals and values, and pattern recognition. Interactive videogames provide untrained students with opportunities to compose music and hear it immediately and to teach musical transformations through simple visual manipulation of music. In the future, artificial intelligence may make modest contributions to support the learning of music composition in the areas of intelligent tutors that focus on music theory, aural training, harmonization, and some highly formalized and artificial styles of composition. Intelligent tools in the form of editors, instruments, and analytical aids along with educational games also could help students learn about music composition. The document contains 16 figures. (DB)

Middle school students are failing to connect what is learned in computer classes to other subject areas of the school's curriculum. Teachers, who often lack basic computer knowledge, are not encouraging computer use, and a lack of computer accessibility and appropriate software compound the problem. A practicum was designed to: (1) move the school's computer lab to a more accessible area; (2) conduct teacher inservice training in different aspects of technology and its application to various subject areas; (3) write grants for additional computers; (4) review and rewrite middle school technology curriculum; and (5) establish cooperative and peer tutoring groups within the computer lab. After implementation, computer lab utilization (hours used) by students and teachers increased 30%. Four out of 16 grants written were approved (a 400% increase), and students demonstrated an average competency skills rating of 75%. The training was well-received by the staff and their technology use skills increased. Eight appendices include a staff questionnaire related to educational technology, student post-tests, teacher evaluations of inservices, a map of a proposed move of the computer lab, agendas for inservice training, a checklist of observations in the computer lab, the technology curriculum, and the administrative response to inservices. (Contains 16 references.) (MAS)

The first of three parts of this booklet, which assumes no previous knowledge of computers or programming, explains what computers are and briefly describes the components of a computer system. The second section examines the different ways in which the computer can be used in higher education, including its use: (1) as a "super calculator"; (2) to teach about computers and programming; (3) as a direct aid to the teaching/learning process; (4) in an administrative or managerial role; and (5) as a database. The third section discusses technical factors, factors relating to the availability of software, attitudinal factors, and other factors affecting the educational use of computers. An annotated list of four references recommended for further reading is included. (MES)

The purpose of this study was to examine science teachers' level of using computers in teaching and the impact of a teacher professional development program (TPDP) on their views regarding utilizing computers in science education. Forty-three in-service science teachers from different regions of Turkey attended a 5 day TPDP. The TPDP was structured in modules designed using inquiry-based interactive computer simulations (IBICS). The participants created modules on different science subjects during the TPDP. Their progression was evaluated by micro-teaching sessions. Mixed methods research was used. The data were gathered by a survey and semi-structured interviews. Findings indicate that most of the science teachers initially lacked the necessary skills and knowledge for using computers in teaching. However, after the TPDP majority of them developed positive views on using computers in teaching and learning. Also, for teachers the TPDP provided ways and methods of successful integration of ICT in teaching.

The purpose of this study was to examine science teachers' level of using computers in teaching and the impact of a teacher professional development program (TPDP) on their views regarding utilizing computers in science education. Forty-three in-service science teachers from different regions of Turkey attended a 5 day TPDP. The TPDP was structured in modules designed using inquiry-based interactive computer simulations (IBICS). The participants created modules on different science subjects during the TPDP. Their progression was evaluated by micro-teaching sessions. Mixed methods research was used. The data were gathered by a survey and semi-structured interviews. Findings indicate that most of the science teachers initially lacked the necessary skills and knowledge for using computers in teaching. However, after the TPDP majority of them developed positive views on using computers in teaching and learning. Also, for teachers the TPDP provided ways and methods of successful integration of ICT in teaching.

The purpose of this study was to examine science teachers' level of using computers in teaching and the impact of a teacher professional development program (TPDP) on their views regarding utilizing computers in science education. Forty-three in-service science teachers from different regions of Turkey attended a 5 day TPDP. The TPDP was structured in modules designed using inquiry-based interactive computer simulations (IBICS). The participants created modules on different science subjects during the TPDP. Their progression was evaluated by micro-teaching sessions. Mixed methods research was used. The data were gathered by a survey and semi-structured interviews. Findings indicate that most of the science teachers initially lacked the necessary skills and knowledge for using computers in teaching. However, after the TPDP majority of them developed positive views on using computers in teaching and learning. Also, for teachers the TPDP provided ways and methods of successful integration of ICT in teaching.

The purpose of this study was to examine science teachers' level of using computers in teaching and the impact of a teacher professional development program (TPDP) on their views regarding utilizing computers in science education. Forty-three in-service science teachers from different regions of Turkey attended a 5 day TPDP. The TPDP was structured in modules designed using inquiry-based interactive computer simulations (IBICS). The participants created modules on different science subjects during the TPDP. Their progression was evaluated by micro-teaching sessions. Mixed methods research was used. The data were gathered by a survey and semi-structured interviews. Findings indicate that most of the science teachers initially lacked the necessary skills and knowledge for using computers in teaching. However, after the TPDP majority of them developed positive views on using computers in teaching and learning. Also, for teachers the TPDP provided ways and methods of successful integration of ICT in teaching.

This article, by the IBM (International Business Machines) program manager for the Institute for Academic Technology (IAT), is premised on the idea that the use of computers can help address many of the issues facing undergraduate education today. Computers in the classroom can enrich both teaching and learning. The IBM personal computer and the associated Advanced Academic System for faculty allow educators to put together video, still images, text, voice, music, and graphics for classroom presentations. Computer technology allows college faculty to keep pace with the individual needs of students and prepare them for real-world jobs. Positive changes in teaching are made possible through computers, which can benefit nearly every aspect of faculty work. Examples are given of computer assisted instruction, computer assisted testing, and computer managed instruction. The many benefits make the instructor's time spent in learning computer use well worth it, particularly since one need not be a computer wizard to use the technology. The rapid evolution of innovative educational technology provides educators with the tools they need to stimulate and assist today's learner. (SLD)

This report, the third in a series from the spring 1998 national survey, "Teaching, Learning, and Computing," focuses on how teachers have incorporated computers into their instructional practices. The study is comprised of completed questionnaire responses from teachers, principals, and school technology coordinators from 1,616 schools. Part 1 discusses teacher-directed student use of computers, including basic descriptive statistics, access to classroom computers, and computer platforms used by students. The extent and variety of software used and teachers' objectives for use are addressed in part 2, including types of software used, software that teachers judge as most valuable for students, patterns of software use, objectives for computer use, and student computer use for school work on their own time. Part 3 considers teacher computer expertise and professional use, including teacher professional use of software, and teacher self-reported expertise with computers. It was found that teachers who are the most technically knowledgeable about computers are the ones most likely to have students use computers in varied and complicated ways. At any level, the cluster of teachers strong in most aspects of computer use is small (5% of elementary school teachers, 4% of middle school teachers, and 13% of high school teachers). Although small in numbers, these teachers constitute the standard for instructional computer use, and their numbers are likely to increase in the near future. Data are presented in 24 tables throughout the report. Supplementary tables and a summary of study methodology are appended. (MES)

This report, the third in a series from the spring 1998 national survey, "Teaching, Learning, and Computing," focuses on how teachers have incorporated computers into their instructional practices. The study is comprised of completed questionnaire responses from teachers, principals, and school technology coordinators from 1,616 schools. Part 1 discusses teacher-directed student use of computers, including basic descriptive statistics, access to classroom computers, and computer platforms used by students. The extent and variety of software used and teachers' objectives for use are addressed in part 2, including types of software used, software that teachers judge as most valuable for students, patterns of software use, objectives for computer use, and student computer use for school work on their own time. Part 3 considers teacher computer expertise and professional use, including teacher professional use of software, and teacher self-reported expertise with computers. It was found that teachers who are the most technically knowledgeable about computers are the ones most likely to have students use computers in varied and complicated ways. At any level, the cluster of teachers strong in most aspects of computer use is small (5% of elementary school teachers, 4% of middle school teachers, and 13% of high school teachers). Although small in numbers, these teachers constitute the standard for instructional computer use, and their numbers are likely to increase in the near future. Data are presented in 24 tables throughout the report. Supplementary tables and a summary of study methodology are appended. (MES)

Computer instruction can offer particular benefits to the Indian child. Computer use emphasizes the visual facets of learning, teaches language based skills needed for higher education and careers, and provides types of instruction proven effective with Indian children, such as private self-testing and cooperative learning. The Hupa, Yurok, Karuk, and Tolowa tribes have found a cooperative learning methodology effective in teaching reading and writing, and have developed a computer curriculum for cooperative learning. These tribes have installed their own phonetic alphabet, Unifon, on the Macintosh computer, and have produced bilingual instructional materials. In one project, part of a bilingual field experience for teacher credential candidates, students in grades 3 through 8 used the computer to produce bilingual natural history dictionaries in Hupa/English and Yurok/English. Working in teams of two or three, students wrote what they knew about particular plants and animals, translated their sentences into English, and designed page layouts. Older children served as role models for younger children, who could feel more comfortable about their contributions, knowing they were making guided choices. The teacher served as supervisor and resource. The Macintosh computer has the unique capacity of installing extra fonts, sets of characters. Any software program with a font menu can be used to write a bilingual text. This paper includes a list of Macintosh software programs, identifying skill areas and educational level for each. 14 references. (SV)

Computer instruction can offer particular benefits to the Indian child. Computer use emphasizes the visual facets of learning, teaches language based skills needed for higher education and careers, and provides types of instruction proven effective with Indian children, such as private self-testing and cooperative learning. The Hupa, Yurok, Karuk, and Tolowa tribes have found a cooperative learning methodology effective in teaching reading and writing, and have developed a computer curriculum for cooperative learning. These tribes have installed their own phonetic alphabet, Unifon, on the Macintosh computer, and have produced bilingual instructional materials. In one project, part of a bilingual field experience for teacher credential candidates, students in grades 3 through 8 used the computer to produce bilingual natural history dictionaries in Hupa/English and Yurok/English. Working in teams of two or three, students wrote what they knew about particular plants and animals, translated their sentences into English, and designed page layouts. Older children served as role models for younger children, who could feel more comfortable about their contributions, knowing they were making guided choices. The teacher served as supervisor and resource. The Macintosh computer has the unique capacity of installing extra fonts, sets of characters. Any software program with a font menu can be used to write a bilingual text. This paper includes a list of Macintosh software programs, identifying skill areas and educational level for each. 14 references. (SV)

Includes bibliographical references (p. 301-304) and indexes

In order to assess the current presence of computing technology in American schools, a national survey was conducted of elementary and secondary principals and technology coordinators in 655 public and private schools. Results are discussed in terms of: computer density; computer capacity; computer renewal; peripherals; computer location; technology-intensive schools; software; and Internet access, including type of access and Internet penetration. Distributions and disparities of technology presence indicators are then examined in terms of the following background categories: school level; public versus private schools; size of enrollment; percent of minority enrollment; student poverty (Chapter 1 eligible); community income (zip code based); metropolitan status; and region. The study concludes that the state of computing capacity for instruction in the nation's schools has improved dramatically in the past six years. Findings also indicate some major deficiencies. Most of the computers in schools do not have the capability to run the large variety of multimedia software currently available, which means the computers are also severely limited in how they can access graphical information on the Internet. Data also provide evidence that disparities still exist across social, economic, and geographic boundaries. In addition to 12 statistical tables in the text, appendices contain 22 figures illustrating findings. (AEF)

In order to assess the current presence of computing technology in American schools, a national survey was conducted of elementary and secondary principals and technology coordinators in 655 public and private schools. Results are discussed in terms of: computer density; computer capacity; computer renewal; peripherals; computer location; technology-intensive schools; software; and Internet access, including type of access and Internet penetration. Distributions and disparities of technology presence indicators are then examined in terms of the following background categories: school level; public versus private schools; size of enrollment; percent of minority enrollment; student poverty (Chapter 1 eligible); community income (zip code based); metropolitan status; and region. The study concludes that the state of computing capacity for instruction in the nation's schools has improved dramatically in the past six years. Findings also indicate some major deficiencies. Most of the computers in schools do not have the capability to run the large variety of multimedia software currently available, which means the computers are also severely limited in how they can access graphical information on the Internet. Data also provide evidence that disparities still exist across social, economic, and geographic boundaries. In addition to 12 statistical tables in the text, appendices contain 22 figures illustrating findings. (AEF)

70 pages

How is technology being integrated to the extent possible toward the goals of improving teaching and learning? Research suggests that teachers will be more likely to try new methods of teaching if certain conditions exist. It is not known which conditions are more likely to influence a teacher's decision to integrate technology into the curriculum. Accordingly, the purpose of this study was to investigate the relationships between technology adoption and conditions such as available resources to support the use of technology, teachers' attitudes toward technology, and adequacy of professional development. Data to address the specific research questions were obtained from secondary-level teachers (n = 144) from a suburban school district who participated in professional development and responded to a survey designed for this study. Among other findings, analyses revealed that professional development and available resources were significantly related to technology adoption. Recommendations based on the findings, including implications for professional development, are discussed.

How is technology being integrated to the extent possible toward the goals of improving teaching and learning? Research suggests that teachers will be more likely to try new methods of teaching if certain conditions exist. It is not known which conditions are more likely to influence a teacher's decision to integrate technology into the curriculum. Accordingly, the purpose of this study was to investigate the relationships between technology adoption and conditions such as available resources to support the use of technology, teachers' attitudes toward technology, and adequacy of professional development. Data to address the specific research questions were obtained from secondary-level teachers (n = 144) from a suburban school district who participated in professional development and responded to a survey designed for this study. Among other findings, analyses revealed that professional development and available resources were significantly related to technology adoption. Recommendations based on the findings, including implications for professional development, are discussed.

How is technology being integrated to the extent possible toward the goals of improving teaching and learning? Research suggests that teachers will be more likely to try new methods of teaching if certain conditions exist. It is not known which conditions are more likely to influence a teacher's decision to integrate technology into the curriculum. Accordingly, the purpose of this study was to investigate the relationships between technology adoption and conditions such as available resources to support the use of technology, teachers' attitudes toward technology, and adequacy of professional development. Data to address the specific research questions were obtained from secondary-level teachers (n = 144) from a suburban school district who participated in professional development and responded to a survey designed for this study. Among other findings, analyses revealed that professional development and available resources were significantly related to technology adoption. Recommendations based on the findings, including implications for professional development, are discussed.

How is technology being integrated to the extent possible toward the goals of improving teaching and learning? Research suggests that teachers will be more likely to try new methods of teaching if certain conditions exist. It is not known which conditions are more likely to influence a teacher's decision to integrate technology into the curriculum. Accordingly, the purpose of this study was to investigate the relationships between technology adoption and conditions such as available resources to support the use of technology, teachers' attitudes toward technology, and adequacy of professional development. Data to address the specific research questions were obtained from secondary-level teachers (n = 144) from a suburban school district who participated in professional development and responded to a survey designed for this study. Among other findings, analyses revealed that professional development and available resources were significantly related to technology adoption. Recommendations based on the findings, including implications for professional development, are discussed.

Different technologies have been used for decades to support adult education and learning. These include radio, television and audio and video cassettes. More recently digital ICTs such as computers, tablets, e-books, and mobile technology have spread at great speed and also found their way into the teaching and learning of literacy and numeracy skills. The large spectrum of ICTs, which can be applied to different contexts, includes satellite systems, network hardware and software as well as videoconferencing and electronic mail. Each one of these technologies opens up new possibilities to develop literacy skills from the safety of one's home and offers a virtually unrestricted access to learning materials (Kim et al., 2012). "Harnessing the Potential of ICTs for Literacy Teaching and Learning," presents a compilation of 26 case studies of literacy and numeracy programmes that successfully use radio, TV, mobile phones, tablets and computers. This compilation shows that ICTs can supplement face-to-face adult literacy teaching and help to maintain and develop literacy skills to higher proficiency levels.

Different technologies have been used for decades to support adult education and learning. These include radio, television and audio and video cassettes. More recently digital ICTs such as computers, tablets, e-books, and mobile technology have spread at great speed and also found their way into the teaching and learning of literacy and numeracy skills. The large spectrum of ICTs, which can be applied to different contexts, includes satellite systems, network hardware and software as well as videoconferencing and electronic mail. Each one of these technologies opens up new possibilities to develop literacy skills from the safety of one's home and offers a virtually unrestricted access to learning materials (Kim et al., 2012). "Harnessing the Potential of ICTs for Literacy Teaching and Learning," presents a compilation of 26 case studies of literacy and numeracy programmes that successfully use radio, TV, mobile phones, tablets and computers. This compilation shows that ICTs can supplement face-to-face adult literacy teaching and help to maintain and develop literacy skills to higher proficiency levels.

In this paper we examine the relationships between students' attitudes towards mathematics and technology, therefore, we take a Galbraith and Hines' scale (1998, 2000) about mathematics confidence, computer confidence, computer and mathematics interaction, mathematics motivation, computer motivation, and mathematics engagement. 164 questionnaires were applied to undergraduate students of several profiles: business and management, mecatronic engineering, industrial engineering, strategic system engineering and mechanic engineering all they in a study carried out at the "Universidad Politécnica de Aguascalientes". The statistical procedure used was factorial analysis with an extracted principal component. The Hypothesis: Ho: ?=0 has no correlation, while Ha: ? ?0 does. Statistics test to prove: ?[super script 2], Bartlett test of sphericity, KMO (Kaiser- Meyer_Olkin) Significance level: a=0.05; p X [superscript 2] [subscript tabulated]. The results obtained from the sphericity test of Bartlett KMO (0.859), ?[superscript 2] [subscript calculated], 539.612 with 10 df > ?[superscript 2] [subscript tabulated], Sig. 0.00 < p 0.01, MSA (MATH-CONFI 0.853; MATH-MOTI 0.884; MATH-ENGA 0.846; COMPU-CONFI 0.868 and INTEMACO 0.848) provide evidence to reject "Ho". Thus, the variables of Galbraith and Hines' scale help us to understand the student's attitude toward mathematics and technology.

This directory identifies some of the schools, colleges, and universities that successfully use computers for learning and teaching in the United States. It was compiled to help teachers, administrators, computer center workers, and other educators exchange information, ideas, programs, and courses. Individuals listed as contacts are willing to share their knowledge with others. Ninety-four elementary and secondary schools, 71 public school districts, 37 community colleges, 158 private and public colleges and universities, and seven public access institutions are listed. Entries are arranged geographically by state for each type of institution, and include information on reasons for inclusion, enrollment, users, illustrative applications, computers, terminals, public information, and contact. A list of exemplary institutions in academic computing is attached. (Author/KP)