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The vision plays an important role in educational technologies because it can produce and communicate quite important functions in teaching and learning. In this paper, learners' preference for the visual complexity on small screens of mobile computers is studied by neural networks. The visual complexity in this study is divided into five levels, including "very high" complexity, "slightly high" complexity, "medium" complexity, "slightly low" complexity and "very low" complexity. This study focuses on the age effects for vision problems in educational technologies. The age of the tested subjects distributes from 10 to 64, and is uniformly divided into 11 groups with each group composed of 30 tested subjects. For simplicity, the effects of gender, words, colors, and other visual factors are ignored. This study found that only learners of the younger and older age groups have special preference on the picture of very high complexity. Most learners prefer pictures of medium and slightly high complexity. These results are consistent with many existing studies. With the use of neural networks, only about half of the investigation data are required to predict the overall investigation results. Discussions and interpretations on the results are also given in this study. This study will be helpful in vision problems of educational technologies.

The study was conducted to investigate attitudes toward using computers as a learning tool among undergraduate students in a private university. In this regards, some variables which might be potential antecedents of attitudes toward computer including gender, experience of using computers and perceived abilities in using programs were examined. Data was collected from 192 undergraduate students enrolled in two fundamental English courses (EN012 & EN 013). The instrument in this study was a questionnaire. The findings revealed that students had positive attitudes towards using computers as a learning tool. The factors of gender and experience of using computers were not found to affect students' attitudes while the factor of perceived abilities in using programs had an effect on their attitudes.

This paper examines differences between approaches to instruction in Japanese and American classrooms and the need for individualized English instruction in Japan. Traditional classroom techniques in Japan have emphasized treating all students the same, whereas American techniques, especially since the 1970s, have placed a growing emphasis on individualized instruction. The expansion of computer technology into classrooms has contributed to the rise of computer-assisted individual instruction (CAII) in foreign language programs. CAII is especially well-suited for Japan, where secondary and college students studying English as a Second Language (ESL) have varied preparation and skill levels, perform only those tasks assigned by the instructor, and are resistent to studying English independently. The strengths and weakness of CAII are examined, and the facilities, materials, and personnel necessary for its implementation are discussed. Student evaluation methods are also addressed, and a trial use of CAII in a Japanese ESL classroom is reported. Contains 34 references. (MDM)

This paper examines differences between approaches to instruction in Japanese and American classrooms and the need for individualized English instruction in Japan. Traditional classroom techniques in Japan have emphasized treating all students the same, whereas American techniques, especially since the 1970s, have placed a growing emphasis on individualized instruction. The expansion of computer technology into classrooms has contributed to the rise of computer-assisted individual instruction (CAII) in foreign language programs. CAII is especially well-suited for Japan, where secondary and college students studying English as a Second Language (ESL) have varied preparation and skill levels, perform only those tasks assigned by the instructor, and are resistent to studying English independently. The strengths and weakness of CAII are examined, and the facilities, materials, and personnel necessary for its implementation are discussed. Student evaluation methods are also addressed, and a trial use of CAII in a Japanese ESL classroom is reported. Contains 34 references. (MDM)

This paper examines differences between approaches to instruction in Japanese and American classrooms and the need for individualized English instruction in Japan. Traditional classroom techniques in Japan have emphasized treating all students the same, whereas American techniques, especially since the 1970s, have placed a growing emphasis on individualized instruction. The expansion of computer technology into classrooms has contributed to the rise of computer-assisted individual instruction (CAII) in foreign language programs. CAII is especially well-suited for Japan, where secondary and college students studying English as a Second Language (ESL) have varied preparation and skill levels, perform only those tasks assigned by the instructor, and are resistent to studying English independently. The strengths and weakness of CAII are examined, and the facilities, materials, and personnel necessary for its implementation are discussed. Student evaluation methods are also addressed, and a trial use of CAII in a Japanese ESL classroom is reported. Contains 34 references. (MDM)

This paper examines differences between approaches to instruction in Japanese and American classrooms and the need for individualized English instruction in Japan. Traditional classroom techniques in Japan have emphasized treating all students the same, whereas American techniques, especially since the 1970s, have placed a growing emphasis on individualized instruction. The expansion of computer technology into classrooms has contributed to the rise of computer-assisted individual instruction (CAII) in foreign language programs. CAII is especially well-suited for Japan, where secondary and college students studying English as a Second Language (ESL) have varied preparation and skill levels, perform only those tasks assigned by the instructor, and are resistent to studying English independently. The strengths and weakness of CAII are examined, and the facilities, materials, and personnel necessary for its implementation are discussed. Student evaluation methods are also addressed, and a trial use of CAII in a Japanese ESL classroom is reported. Contains 34 references. (MDM)

This paper examines differences between approaches to instruction in Japanese and American classrooms and the need for individualized English instruction in Japan. Traditional classroom techniques in Japan have emphasized treating all students the same, whereas American techniques, especially since the 1970s, have placed a growing emphasis on individualized instruction. The expansion of computer technology into classrooms has contributed to the rise of computer-assisted individual instruction (CAII) in foreign language programs. CAII is especially well-suited for Japan, where secondary and college students studying English as a Second Language (ESL) have varied preparation and skill levels, perform only those tasks assigned by the instructor, and are resistent to studying English independently. The strengths and weakness of CAII are examined, and the facilities, materials, and personnel necessary for its implementation are discussed. Student evaluation methods are also addressed, and a trial use of CAII in a Japanese ESL classroom is reported. Contains 34 references. (MDM)

This paper examines differences between approaches to instruction in Japanese and American classrooms and the need for individualized English instruction in Japan. Traditional classroom techniques in Japan have emphasized treating all students the same, whereas American techniques, especially since the 1970s, have placed a growing emphasis on individualized instruction. The expansion of computer technology into classrooms has contributed to the rise of computer-assisted individual instruction (CAII) in foreign language programs. CAII is especially well-suited for Japan, where secondary and college students studying English as a Second Language (ESL) have varied preparation and skill levels, perform only those tasks assigned by the instructor, and are resistent to studying English independently. The strengths and weakness of CAII are examined, and the facilities, materials, and personnel necessary for its implementation are discussed. Student evaluation methods are also addressed, and a trial use of CAII in a Japanese ESL classroom is reported. Contains 34 references. (MDM)

This paper examines differences between approaches to instruction in Japanese and American classrooms and the need for individualized English instruction in Japan. Traditional classroom techniques in Japan have emphasized treating all students the same, whereas American techniques, especially since the 1970s, have placed a growing emphasis on individualized instruction. The expansion of computer technology into classrooms has contributed to the rise of computer-assisted individual instruction (CAII) in foreign language programs. CAII is especially well-suited for Japan, where secondary and college students studying English as a Second Language (ESL) have varied preparation and skill levels, perform only those tasks assigned by the instructor, and are resistent to studying English independently. The strengths and weakness of CAII are examined, and the facilities, materials, and personnel necessary for its implementation are discussed. Student evaluation methods are also addressed, and a trial use of CAII in a Japanese ESL classroom is reported. Contains 34 references. (MDM)

This paper examines differences between approaches to instruction in Japanese and American classrooms and the need for individualized English instruction in Japan. Traditional classroom techniques in Japan have emphasized treating all students the same, whereas American techniques, especially since the 1970s, have placed a growing emphasis on individualized instruction. The expansion of computer technology into classrooms has contributed to the rise of computer-assisted individual instruction (CAII) in foreign language programs. CAII is especially well-suited for Japan, where secondary and college students studying English as a Second Language (ESL) have varied preparation and skill levels, perform only those tasks assigned by the instructor, and are resistent to studying English independently. The strengths and weakness of CAII are examined, and the facilities, materials, and personnel necessary for its implementation are discussed. Student evaluation methods are also addressed, and a trial use of CAII in a Japanese ESL classroom is reported. Contains 34 references. (MDM)

This paper examines differences between approaches to instruction in Japanese and American classrooms and the need for individualized English instruction in Japan. Traditional classroom techniques in Japan have emphasized treating all students the same, whereas American techniques, especially since the 1970s, have placed a growing emphasis on individualized instruction. The expansion of computer technology into classrooms has contributed to the rise of computer-assisted individual instruction (CAII) in foreign language programs. CAII is especially well-suited for Japan, where secondary and college students studying English as a Second Language (ESL) have varied preparation and skill levels, perform only those tasks assigned by the instructor, and are resistent to studying English independently. The strengths and weakness of CAII are examined, and the facilities, materials, and personnel necessary for its implementation are discussed. Student evaluation methods are also addressed, and a trial use of CAII in a Japanese ESL classroom is reported. Contains 34 references. (MDM)

This paper examines differences between approaches to instruction in Japanese and American classrooms and the need for individualized English instruction in Japan. Traditional classroom techniques in Japan have emphasized treating all students the same, whereas American techniques, especially since the 1970s, have placed a growing emphasis on individualized instruction. The expansion of computer technology into classrooms has contributed to the rise of computer-assisted individual instruction (CAII) in foreign language programs. CAII is especially well-suited for Japan, where secondary and college students studying English as a Second Language (ESL) have varied preparation and skill levels, perform only those tasks assigned by the instructor, and are resistent to studying English independently. The strengths and weakness of CAII are examined, and the facilities, materials, and personnel necessary for its implementation are discussed. Student evaluation methods are also addressed, and a trial use of CAII in a Japanese ESL classroom is reported. Contains 34 references. (MDM)

This paper examines differences between approaches to instruction in Japanese and American classrooms and the need for individualized English instruction in Japan. Traditional classroom techniques in Japan have emphasized treating all students the same, whereas American techniques, especially since the 1970s, have placed a growing emphasis on individualized instruction. The expansion of computer technology into classrooms has contributed to the rise of computer-assisted individual instruction (CAII) in foreign language programs. CAII is especially well-suited for Japan, where secondary and college students studying English as a Second Language (ESL) have varied preparation and skill levels, perform only those tasks assigned by the instructor, and are resistent to studying English independently. The strengths and weakness of CAII are examined, and the facilities, materials, and personnel necessary for its implementation are discussed. Student evaluation methods are also addressed, and a trial use of CAII in a Japanese ESL classroom is reported. Contains 34 references. (MDM)

This paper examines differences between approaches to instruction in Japanese and American classrooms and the need for individualized English instruction in Japan. Traditional classroom techniques in Japan have emphasized treating all students the same, whereas American techniques, especially since the 1970s, have placed a growing emphasis on individualized instruction. The expansion of computer technology into classrooms has contributed to the rise of computer-assisted individual instruction (CAII) in foreign language programs. CAII is especially well-suited for Japan, where secondary and college students studying English as a Second Language (ESL) have varied preparation and skill levels, perform only those tasks assigned by the instructor, and are resistent to studying English independently. The strengths and weakness of CAII are examined, and the facilities, materials, and personnel necessary for its implementation are discussed. Student evaluation methods are also addressed, and a trial use of CAII in a Japanese ESL classroom is reported. Contains 34 references. (MDM)

Elliptic partial differential equations arise in many fields of science and engineering such as steady state distribution of heat, fluid dynamics, structural/mechanical engineering, aerospace engineering and seismology etc. In three dimensions it is well known that the solutions of elliptic boundary value problems have singular behavior near the corners and edges of the domain. The singularities which arise are known as vertex, edge, and vertex-edge singularities. We propose a nonconforming h-p spectral element method to solve three dimensional elliptic boundary value problems on non-smooth domains to exponential accuracy. To overcome the singularities which arise in the neighbourhoods of the vertices, vertex-edges and edges we use local systems of coordinates. These local coordinates are modified versions of spherical and cylindrical coordinate systems in their respective neighbourhoods. Away from these neighbourhoods standard Cartesian coordinates are used. In each of these neighbourhoods we use a geometrical mesh which becomes finer near the corners and edges. We then derive differentiability estimates in these new set of variables and a stability estimate on which our method is based for a non-conforming h-p spectral element method. The Sobolev spaces in vertex-edge and edge neighbourhoods are anisotropic and become singular at the corners and edges. The method is essentially a least-squares collocation} method and a solution can be obtained using Preconditioned Conjugate Gradient Method (PCGM). To solve the minimization problem we need to solve the normal equations for the least-squares problem. The residuals in the normal equations can be obtained without computing and storing mass and stiffness matrices. Computational results for a number of model problems confirm the theoretical estimates obtained for the error and computational complexity.

Includes bibliographical references

Includes bibliographical references

In 1981 a training research team was contracted to conduct a two-task survey to determine the potential of utilizing the Hand-Held computer for training purposes as a job training aid in the school environment. The purpose of Task I was to survey the relatively new market of available HHC and assess their capability to serve as a generic delivery system for training purpose. Task II of the study was to survey selected Army MOS and report specific training segments which could be more effectively taught using the HHC.

One approach to software assurance is to use an annotated language such as SPARK. For safety critical software programs such as Unmanned Aerial Vehicle flight control software, the risk of software failure demands high assurance that the software will perform its intended function. Using an example from work being done at the U.S. Air Force Academy, this article describes SPARK and the formal process of proving correctness of software implementation.

Summer Fun in the City was a pilot inclusion project of the Council for Retarded Citizens of Jefferson County, Kentucky. It was a 2-week recreational educational program for students, ages 7 to 14, with diverse abilities and disabilities. One component of the program was the use of computers, with children using LogoWriter as their tool. The program's teachers, who were simultaneously enrolled in a graduate education course, reviewed research on the use of Logo with special needs students, learned how to use LogoWriter and Macintosh computers as learning tools, and learned how to use computers as an integral part of the curriculum. Students were divided into small integrated groups to complete individual and small group writing and drawing activities. Computer activities were integrated into the curriculum by having students use the computers to create name badges to wear on field trips, draw and label scenes seen on field trips, and compose thank you letters to field trip hosts. (JDD)

A person with a learning disability usually has average or above average intelligence, but has difficulty taking in, remembering, or expressing information. Learning disabilities can involve visual processing speed, short-term memory processing, fluid reasoning, and long-term memory retrieval. These disorders are intrinsic to the individual and occur across the life span. Improved special education in elementary and secondary schools has led to a substantial increase in the enrollment of learning disabled students in universities and community colleges. In a 1991 report, as many as 9% of first-time, full-time college freshmen reported having at least one learning disability, representing a 300% increase since 1978. Addressing the needs of this growing, non-traditional population requires teachers to reconsider traditional instructional formats. In mathematics instruction, research indicates that the lecture method is not particularly effective. Additionally, research has shown that computer assisted instruction (CAI) increases the levels of mathematics learning for low-achieving student, and shows some promise in meeting the needs of students with mild learning problems. In addition to CAI, cooperative learning approaches, in which students teach one another, may help to dislodge the traditional lecture method and help make remedial courses more effective. Tutors should be adept at integrating computers into the tutoring experience, and should be trained to deal effectively with special populations, such as the learning disabled. Contains 15 references and sample computer-oriented math problems are included. (PAA)

Available from National Technical Information Service, Springfield, Va

140 p. : 21 cm

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.

An aerodynamic shape optimization method that treats the design of complex aircraft configurations subject to high fidelity computational fluid dynamics (CFD), geometric constraints and multiple design points is described. The design process will be greatly accelerated through the use of both control theory and distributed memory computer architectures. Control theory is employed to derive the adjoint differential equations whose solution allows for the evaluation of design gradient information at a fraction of the computational cost required by previous design methods. The resulting problem is implemented on parallel distributed memory architectures using a domain decomposition approach, an optimized communication schedule, and the MPI (Message Passing Interface) standard for portability and efficiency. The final result achieves very rapid aerodynamic design based on a higher order CFD method. In order to facilitate the integration of these high fidelity CFD approaches into future multi-disciplinary optimization (NW) applications, new methods must be developed which are capable of simultaneously addressing complex geometries, multiple objective functions, and geometric design constraints. In our earlier studies, we coupled the adjoint based design formulations with unconstrained optimization algorithms and showed that the approach was effective for the aerodynamic design of airfoils, wings, wing-bodies, and complex aircraft configurations. In many of the results presented in these earlier works, geometric constraints were satisfied either by a projection into feasible space or by posing the design space parameterization such that it automatically satisfied constraints. Furthermore, with the exception of reference 9 where the second author initially explored the use of multipoint design in conjunction with adjoint formulations, our earlier works have focused on single point design efforts. Here we demonstrate that the same methodology may be extended to treat complete configuration designs subject to multiple design points and geometric constraints. Examples are presented for both transonic and supersonic configurations ranging from wing alone designs to complex configuration designs involving wing, fuselage, nacelles and pylons.

The TITA (Totally Interactive Testing and Analysis) System algorithm for the repetitive construction of domain-referenced tests utilizes a compact data bank, is highly portable, is useful in any discipline, requires modest computer hardware, and does not present a security problem. Clusters of related keyphrases, statement phrases, and distractors form minipools from which the computer generates items for a domain-referenced unit of instruction. Test items can take the form of multiple-choice, true-false, matching, and fill-in questions. A random number generator produces data for test items requiring numerical solutions, and the correct answer is computed from a coded formula so computational subroutines are not required for each test item. This component of computer managed instruction allows the instructor to key related items in the data minipool to learning resources and to code the resources themselves for inclusion in the data bank. Use of this system for elementary, secondary, or undergraduate courses can facilitate instructional management and result in positive effects on student morale. (CH)

This manual was developed for use as a "how to" training device and provides a step-by-step introduction to using AppleWorks in the database mode. Instructions are given to prepare the original database with the headings of the user's choice. Inserting information records in the new database is covered, along with changing the layout of the database after several records have already been entered. Each step of the entire operation is accompanied by views of the screen. The guide can be used with either Apple IIe or IIGS computers with dual disk drives and an 80-column card. This instruction manual uses AppleWorks version 1.3. (MVL)

A versatile and efficient multi-block method is presented for the simulation of both steady and unsteady flow, as well as aerodynamic design optimization of complete aircraft configurations. The compressible Euler and Reynolds Averaged Navier-Stokes (RANS) equations are discretized using a high resolution scheme on body-fitted structured meshes. An efficient multigrid implicit scheme is implemented for time-accurate flow calculations. Optimum aerodynamic shape design is achieved at very low cost using an adjoint formulation. The method is implemented on parallel computing systems using the MPI message passing interface standard to ensure portability. The results demonstrate that, by combining highly efficient algorithms with parallel computing, it is possible to perform detailed steady and unsteady analysis as well as automatic design for complex configurations using the present generation of parallel computers.

Reading management programs have become very popular in elementary schools. Students select a title from a prescribed reading list, then are tested for recall of facts and events in the story. Students are motivated to read as many titles as possible since they must achieve a certain score to win prizes. Although there have been reports that this increases voluntary independent reading, programs like Accelerated Reader[R] do little to increase comprehension or enhance reading instruction. Generative strategies use integration and organizational activities to increase both recall and comprehension of textual information. For this study, students were assigned two different book titles for independent reading. Using thinking maps, the students analyzed the information in the books then used these to generate test questions for a mock Accelerated Reader test. The results show marginal differences between pre and posttest scores, however there was a significant improvement when students tested each other with their own test items. In addition, students' test items were aligned with the Levels for Thinking model used by the North Carolina Department of Public Instruction for end-of-grade tests for higher level thinking. Half of the student-generated test items matched higher level thinking categories. Students were able to generate multiple choice test items, distractors, and correct answers at a high level of thinking. Three models were used to compare student-generated and criterion reference test items: Generative strategies (Wittrock), Thinking Maps (Hyerle), and Dimensions for Thinking (Marzano). (Contains 16 references.) (Author/AEF)

Humans in technology classrooms have allowed themselves to become dependent on technology. Especially when the technology fails, the instructor has to fall back on non-technology driven methods to teach technology applications. Issues arise, including time use, teacher credibility, and efficiency of teaching. This paper presents experience of using narrative (both personal narrative and instructional narratives) in the technology classroom from 11 senior level technology classes. Use of narratives, humor and preparation in both technology and paper are suggested to overcome problems effectively and maintain an animated classroom learning experience even when sparks quite literally begin to fly. (Contains 18 references.) (Author/RS)

A study examined the planning, implementation, and evaluation of a curriculum designed to teach 60 college level developmental reading students to use microcomputers (Apple) as learning tools and to improve their content area reading ability. The textbook from a biology course in which all but three of the subjects were enrolled was the source for development of vocabulary and reading exercises used in the study. The microcomputer aspect of the course consisted of (1) training in use of the computer as a learning tool, (2) personalized microcomputer vocabulary development, (3) evaluation of effectiveness of microcomputerized content vocabulary drill programs, and (4) speed reading and comprehension drills. Initial training in the use of the computer appeared to be satisfactory for success in the class assignments. The subsequent word processing lecture/demonstration proved disappointing--only two of the subjects began immediately to learn to use the word processor, largely due to mid-term demands on student time. The results of the vocabulary development indicated that instruction in the mechanics of operation must occur as closely as possible to the time of actual performance of those mechanics, as those who received the lecture two days earlier required constant monitoring and had several false starts or were found to have typed incorrectly large amounts of text. (HTH)

The working environment in which an antenna is installed may substantially modify such antenna parameters as radiation efficiency, impedance, bandwidth, power handling capacity, pattern, etc. The need for more accurate antenna design, combined with the continuing growth of computational techniques, are complementing the more traditional approaches of measurement and analysis to vastly broaden the breadth and depth of problems that are now quantifiable. Computers are being used not only for numerical modelling/simulation, but also for measurement, data acquisition, and subsequent transformation of data. The newly available computational techniques are changing the way we think about, formulate, solve and interpret problems. The subject to be addressed is that of modern antenna design computers and measurement, with emphasis on application to antenna problems of military interest. Computer models, using Moment Method and GTD computer codes, complemented by scale model measurement, and measurement in full scale can provide the essential performance information on which design decisions can be based, over the broad frequency band VLF to EHF. NATO furnished. (RRH)

One of nine brief guides for special educators on using computer technology, this guide focuses on the use of computers to improve skills and attitudes in writing instruction. Pre-writing tools such as group brainstorming, story webs, free-writing, journal entries, and prewriting guides help generate ideas and can be carried out either on or off the computer. Frequent journal or free-writing time on the computer, exploration of graphics, and use of the computer as a collaborative writing tool are recommended as powerful ways to stimulate students' interest. Suggestions for using the computer as a revising tool include focusing on one aspect of writing per pass through the text and printing out subsequent drafts. The use of word processing editing features as well as special software programs to support the editing process such as text analysis programs and spelling checkers are discussed. Guidelines for selecting hardware and software cover various adaptive input and output devices and design features of writing software such as embedded spelling checkers and screen prompts or icons. Basic machine and keyboard skills necessary for word processing are identified. Student writing on the computer three times per week is encouraged. Listed are 10 recommended readings, 3 computer-supported writing process curriculum materials, 3 organizational resources, 6 periodicals, and 10 writing software packages. (DB)

If the current trend continues, the use of computer technologies and the Internet will increase for teaching and education. It is urgent that researchers study computer and Internet deviance. The purpose of this study was to explore middle and high school students' perceptions of deviant behavior when using computers and the Internet. The target population for this study was middle and high school students. The accessible population included all students who attended a middle or high school in the East Baton Rouge Parish School, which has computers that are capable of accessing the Internet (1,150 students--575 middle school students and 575 high school students). Professor San-Yi Li of Taiwan designed the instrument used in this study. This instrument contained 66 questions and a scantron was used to record participants' responses. From the instrument, variables were selected from five sections--1) students demographic characteristics 2) computer-related activities 3) students perceptions of deviant behavior when using computers and the Internet 4) students perception of their peers deviant behavior when using computers and the Internet 5) students ability to use computers and the Internet. Results showed that the majority of students indicated they perceive their behavior as being not deviant when using computers and the Internet. Contrarily, the students indicated they perceive the behavior of their peers to be more deviant when using computers and the Internet. When the means of the Students Behavior Score and the Peers Behavior Score were compared, there was a significant different between the two scores. The Peers Behavior Score for deviance was much higher than the Students Behavior Score. (Contains 1 table.)

Doug Engelbart's talk at the  1995 New Paradigms for Using Computers  conference, IBM Almaden Research Center, San Jose, CA,  July 27, 1995 . See  Abstract  and  Audio Excerpt . Also available on  Video .  

A talk by Simon Peyton-Jones for Think Computer Science 2010. ©2011 Microsoft Corporation. All rights reserved.

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151 Using Computers In Our Society with AppleWorks

151 Using Computers In Our Society with AppleWorks

The Defense Personnel Security Research Center (PERSEREC) and the Department of State (DOS) collaborated to test whether background investigators are able and willing to conduct interviews with a tablet computer. Discussions were held with seven DOS investigators to understand the current DOS vetting process and needs. Following this, realistic simulated cases and prototype tablet software were created through consultation with two investigators. Finally, independent 3-4 hour test sessions were held with eight participating investigators to: (1) teach them how to use the tablet computer, (2) perform a simulated interview on paper in the normal fashion, (3) perform a simulated interview using the tablet computer, and (4) complete questionnaires and provide feedback on the system. The findings were very favorable for tablet computers. The tablets required minimal training, seven of the eight participants preferred the tablet to the paper method, and many investigators were eager to use tablets as soon as possible. The suggested next steps include (1) reevaluating what is possible and appropriate for field interviews with computerized workflow, and (2) developing tablet and case management software.

This collection of case studies of classroom experiences in middle and secondary schools throughout the European Community describes the use of computers in mathematics education. The 16 studies are organized in four main groups: (1) experience in geometry using educational software and Logo in grades 5-10; (2) arithmetic number concepts, statistics, and probability in grades 6-7, using computers to work with numbers and simulate random events; (3) the concept of numerical function and its graphical representation in grades 10-11, including calculus, algebra, and trigonometry; and (4) new topics or new approaches to the mathematics curriculum in grades 11-12, including modeling and combining mathematics and computer science concepts. Further characteristics of the case studies include (1) the different kinds of software--games, tutorial-practice, programming languages, microworlds, spreadsheets, databases, and subject oriented flexible tools, such as MathCad; (2) the origins and nature of the teaching and learning process--group work, problem solving, exploratory activities, searching and interpreting information; and (3) patterns of classroom organization--mathematics laboratories, resource centers, and computers in the classroom. The annexes contain the names and addresses of the teachers and a list of the software packages described in the case studies. (ALF)

Based on findings that poorer schools tend to use computers mainly for drill work, while richer ones often use them for other purposes, such as supporting research and creativity, this project aimed to increase the understanding of how to best support teachers in inner-city schools. The project worked intensively with teachers from two inner-city elementary schools on using computers to enhance a problem-solving, cooperative approach to education. Teachers were trained while they had computers in their homes, helped to integrate computing into their curriculum, and supported while they implemented their plans. Results include findings about how best to teach teachers about new software, how long it takes teachers to learn about and use computers well, and how best to support teachers while they implement classroom plans. Learning to use new software proceeds in stages, and may require years for teachers to feel completely comfortable with sophisticated applications. Learning how to use computers and software is often much easier in collaboration with others than learning alone. Time spent with a computer at home helped build teachers' confidence for use in schools. Theoretical and practical learning about software, inside and outside the classroom, should be ongoing. Diffusion of interest about using computers can spread throughout a school, based on interesting projects some teachers are involved in. Schools need to provide time for teachers to learn about computers, and teachers will integrate computing into the curriculum in different ways. The paper includes an executive summary. (SWC)

Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational consequences of using these mobile devices. The purpose of the current study was to analyze and assess beneficial and challenging laptop behaviours in higher education classrooms. Both quantitative and qualitative data were collected from 177 undergraduate university students (89 males, 88 females). Key benefits observed include note-taking activities, in-class laptop-based academic tasks, collaboration, increased focus, improved organization and efficiency, and addressing special needs. Key challenges noted include other student's distracting laptop behaviours, instant messaging, surfing the web, playing games, watching movies, and decreased focus. Nearly three-quarters of the students claimed that laptops were useful in supporting their academic experience. Twice as many benefits were reported compared to challenges. It is speculated that the integration of meaningful laptop activities is a critical determinant of benefits and challenges experienced in higher education classrooms. (Contains 6 tables.)

The degree to which laptop and standard-size desktop computers are likely to produce comparable test results for the Graduate Record Examination (GRE) General Test was studied. Verbal, quantitative, and writing sections of a retired version of the GRE were used, since it was expected that performance on reading passages or mathematics items might be affected by monitor size and the additional scrolling needed for a laptop. Subjects were 201 paid volunteer graduate students and upper-level undergraduates on 9 university campuses, all of whom had at least minimal typing skills. Usable data were available for 200 subjects on the verbal and quantitative tests and 199 on the writing portion. All subjects participated with both types of computer. Analyses of test scores indicate that only performance on the essay section was affected by the type of computer used, and only for the first of two essays. The reason for the interaction of mode with order of testing was not evident, although fatigue may have modified the results of the second essay, which was written after earlier testing. The laptop model used in this study appears likely to yield results that are comparable to those obtained with a standard desktop model. (Contains seven tables and two references.) (SLD)

This report contains user instructions and program listings for a Loran-C position determination algorithm for use on an Hewlett-Packard HP-75C, a Sharp PC-1500 (Radio Shack TRS-80 PC-2) and a Radio Shack Model 100 portable computers. (Author)

A study at Germany's FernUniversitat sent a questionnaire to 300 enrolled distance education students (mostly adult, mostly part-time) who labeled themselves as severely disabled or chronically ill (about 2 percent of students), asking them about the types of their disabilities and their attitudes toward computer-assisted learning and online classes. The study found that a higher (43 percent) than usual (37 percent) number of the students with disabilities were women, and their median age (43 years) was older than the students as a whole (32 years). About 45 percent of those questioned mentioned more than one type of disability or illness, with damage to the skeletal support system mentioned most frequently (38 percent of all answers), followed by central nervous system disorders and internal diseases (13 percent each), sight impairments (10 percent), hearing impairments (9 percent), and mental or psychological illnesses (9 percent). About 30 percent of the students did not use computers, usually because of cost and lack of opportunity to learn how to use them. Students cited advantages of computer use, including easier essay writing; Internet access, access to information and library research; potential for uses other than study; and easier communication with the university. Disadvantages cited included cost, physical problems caused by long work with computers (such as eye strain and wrist disorders), lack of training opportunities, and reinforcement of the isolation typical of distance learning. Students made the following suggestions for improving the use of computers in distance learning with disabled students: (1) better access to study centers for physically disabled students; (2) permission to use computers during written examinations; (3) more training on computers and information about assistive devices; (4) more modes of information transmission (multi-media); and (5) access to the Internet for all students without making it mandatory because of varying needs of students with different types of disabilities. (Contains 59 references.) (KC)

This manual provides teacher educators with a broad perspective on educational technology to ensure that environmental education is enhanced not compromised by new information and communication tools. The manual puts technology problems and promises in perspective and contains sections that review educational philosophy and instructional techniques related to interactive multimedia and on-line learning. Handouts and overheads for teacher workshops are provided. A resources section offers assistance to workshop participants and leaders. It contains references to over 100 resources in the following areas: educational technology journals and trade publications, organizations and institutions, books, multimedia and on-line learning resources, general software and multimedia catalogs, environmental education software and multimedia catalogs, network service providers, networked projects and resources, environmental database resources, product reviews, and the greening of computers. A glossary of computing terms is provided. (LZ)

Designed to provide a starting point for the teacher without computer experience, this booklet deals with both the "how" and the "when" of computers in education. Educational applications described include classroom uses with the student as a passive or an active user and programs for the handicapped; the purpose of computers in education as set forth by Seymour Papert in "Mindstorms"; administrative uses; cataloging computer courseware; in-house production of educational programs; and using the computer to retrieve information and in resource sharing. Also included are a review of ministry activities and discussions of such professional issues as health hazards of video display terminals, teaching styles, staffing, teacher training, copyright, obsolescence, budgeting, career planning, sexism, haves and have nots, and psychological barriers. A brief history of computers is followed by explanations of computer technology, computer logic, and programming languages, with samples and illustrations; a checklist for buying a microcomputer is included. Resources listed include books, periodicals, audiovisual materials, organizations, and continuing education programs. A glossary of computer terms and acronyms is also provided. (MER)