ACM Sigcue Outlook最新文献

{"title":"Using computers to enhance the mathematics classroom","authors":"Sharon Whitton Ayers, G. Bitter","doi":"10.1145/382236.382864","DOIUrl":"https://doi.org/10.1145/382236.382864","url":null,"abstract":"The computer has become a mathematical tool as fundamental to mathematics as books to reading. According to Paul Lutus (1986), mathematician and author of Apple Writer, \"We are on the threshold of a revolution in mathematics--how we think about, how we practice it, and how we learn it\" (p.38). This revolution is being spawned by the microcomputer. The use of computers in the classroom is raising serious questions about the teaching and learning of mathematics. These questions encompass both content and methods. In particular, since computers and calculators display numerals in decimal format, should there be a reordering of traditional mathematics content to precede fractions with decimals? How can the computer be used in diverting the focus of instruction from computational skills to problem solving? Should instructional methods shift from the usual deductive approach to a more experimental inductive approach which optimizes the interactive feature of the computer? Will the computer suggest the need for introducing new topics and even new courses in the mathematics curriculum? At this point in the evolution of educational computing, it would be premature to prescribe the most effective uses of computers in the mathematics classroom. However, as better ratios of computers to pupils become available, educators should be looking toward more integration of microcomputers into the curriculum. The National Council of Teachers of Mathematics' position statement concerning \"The Use of Computers in the Learning and Teaching of Mathematics\" includes the following:","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1988-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121792011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Integrating word processing with writing instruction: a review of research and practice","authors":"Amy L. Heebner","doi":"10.1145/382236.382858","DOIUrl":"https://doi.org/10.1145/382236.382858","url":null,"abstract":"Writing is complex work with physical, cognitive, and social dimensions (Daiute, 1985b). In the days before word processing, writers endured the physical burdens of typing on stiff typewriter keyboards and pushing pencil points. Computer tools such as word processors, electronic mail, and desk top publishing programs dramatically enhanced the physical aspects of writing, and some observers speculated that electronic tools would transform the entire act of writing. Current academic literature suggests that computer tools may indeed affect the writing process as a whole, but that the effect is subtle and difficult to separate from other variables. Researchers have found that young writers are highly enthusiastic about word processors, and that they edit their writing more carefully with word processors than with traditional writing tools. Some teachers and researchers claim that word processing enhances fluency and, indirectly, young writers' design decisions. However, these observations require more extensive investigation in order to qualify as findings. This article focuses on the combination of word processing tools with a process-oriented approach to the teaching of writing, and assumes that these are minimum requirements for a preservice course. However, other computer writing tools could be integrated with this approach. Researchers have described the enthusiastic response of young writers to electronic mail and to electronic publishing programs (Levin, Riel, Miyake, & Cohen, in press; Levin, 1983; Riel, 1983). In order to maximize the value of these computer tools for classroom use, teachers need to understand the cognitive and social aspects of writing in classrooms, as well as the technical requirements of the computer programs they choose.","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"23 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1988-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134457775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Issues of equivalent access to computer technology for the disabled student in the classroom","authors":"Gerry Segal, Vincenza N. Marciano","doi":"10.1145/382236.382865","DOIUrl":"https://doi.org/10.1145/382236.382865","url":null,"abstract":"The use of adaptive equipment for the disabled student has been of increasing interest for special education teachers. In the last few years the ubiquitous presence of computers throughout all levels of the curriculum and the passing of federal laws improving the education of the disabled have created a need for schools of education to include the study of this topic in the preservice program. Specifically Public Law 94-142 1 provides that disabled students are educated in the most normalized setting possible, with access to all appropriate services and resources provided to non-disabled children. As a result of this law many school districts have increased the amount of mainstreaming of handicapped students. Teachers in conventional classrooms will be teaching increasingly more disabled students and thus will need to be prepared to offer them the same computing resources as their other children. To do this well they need to be exposed to the use of adaptive equipment, software and other specialized technology. The preservice program is an appropriate place to provide this training. Computers in the classroom hold great promise for adding to the choices, participation and productivity of disabled students. Computers also have the potential to become the greatest new handicap disabled students will have to face. There are many programs enabling blind students to process text using voice synthesis, that teach hearing impaired students to move their vocal mechanisms and produce speech, and programs to allow physically handicapped students to write, speak and control devices in their environments. These programs, and other assistive devices, perform a great service to disabled students. Computers can also present imposing barriers to disabled students. From automatic bank tellers to public telephones we see equipment designed by people who are not sensitive to the needs of the handicapped. As these devices become more widespread a growing potential exists for the exclusion of the disabled population in the daily activities that the non-handicapped take for granted. Educators must play an important role in preparing disabled students to overcome such barriers, preparing the next generation of designers to be aware of the needs of the disabled, and communicating the problems of the disabled to all users of todays technology innovations. This paper will review some of the most positive technological applications for disabled students as well","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1988-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115188536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The demise of the index card","authors":"Janet F. Asteroff","doi":"10.1145/964080.964081","DOIUrl":"https://doi.org/10.1145/964080.964081","url":null,"abstract":"\"NEVER WRITE ON BOTH SIDES OF ANYTHING,\" warned Jacques Barzun an d Henry Graff in their venerable guide to scholarship, The Modern Researcher. Included in their discussion about how to \"adopt some system for creating order\" in scholarl y research they evaluated the role of ruled and unruled, bound and unbound index cards and paper, the importance of the uniform size of the materials, the functions o f margins, and the classification of information . But their \"both sides\" warning was th e only \"absolute rule\" for the basic technique of the \"mechanical side of notetaking .\" Photocopiers notwithstanding for Barzun and Graff, as well as for most of us wh o were raised on The Modern Researcher, scholarly work begins with finding the righ t book, article, or information and then copying the relevant material to index card s and other paper forms .","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1987-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129962459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The study of user behavior on information retrieval systems","authors":"C. Borgman","doi":"10.1145/964080.964086","DOIUrl":"https://doi.org/10.1145/964080.964086","url":null,"abstract":"","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1987-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125476871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The development of a computer-assisted course in historical methodology","authors":"R. Giordano","doi":"10.1145/964080.964085","DOIUrl":"https://doi.org/10.1145/964080.964085","url":null,"abstract":"The History Department at Barnard College, Columbia University, developed a cours e that employs microcomputers in support of undergraduate instruction in America n history. The primary goals of the use of computers were to get students to think of history as an ongoing intellectual activity, to acquaint them with various methods , particularly quantitative methods used by historians, and to train them in how t o arrive at conclusions of their own. Using SPSS/PC, students analyze datasets to tes t a number of historical interpretations that have been especially influential in th e discipline . By this method, students construct their own interpretations of an historical development which they can then set against the standing ones . To the extent that students seize the means to both write and interpret history, they take a giant step in their intellectual empowerment . This we take as the primary goal of an undergraduate liberal arts education .","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1987-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116589423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creating hypermedia materials for English literature students","authors":"N. Yankelovich, G. Landow, David Cody","doi":"10.1145/964080.964084","DOIUrl":"https://doi.org/10.1145/964080.964084","url":null,"abstract":"As part of an on—going effort to develop software appropriate for university scholar s and teachers, Brown University's Institute for Research in Information and Scholarshi p (IRIS), with partial funding by the Annenberg/CPB Project, is collaborating wit h members of the English Department in a three—year research project designed t o introduce a computer component into an introductory English literature course . The materials for the course have been created using software called Intermedia which has been developed at IRIS . This software, which runs on networked workstations wit h high—resolution displays, is also being used to create materials for a plant cell biology course. Both courses, with the computer component in place, will be taught in Semester II (January through May) 1987 .","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1987-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131648104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Library science education in the online environment","authors":"S. Intner","doi":"10.1145/964080.964087","DOIUrl":"https://doi.org/10.1145/964080.964087","url":null,"abstract":"The relationship between library science, information science and computing might no t be obvious. In fact, it is the place of library science in this trio that is likely to b e at the heart of the confusion. Information science, defined as \". . .an interdisciplinar y science that investigates the properties and behavior of information, the forces tha t govern the flow and use of information, and the techniques. . .of processing information for optimal storage, retrieval, and dissemination,\" 1 clearly relates to computing. But , where does library science fit in? Librarians are aware that the nature and functio n of their work may easily be misunderstood or, even worse, overlooked. Many peopl e think that library science consists of stamping books in and out of buildings an d insuring that silence reigns throughout. Library science, however, really involves th e systematic accumulation and analysis of data in order to forecast, among other things , what materials to purchase for a particular information agency, how best to organiz e them for efficient retrieval and disseminate them effectively, and how to manag e operations. Since much of the most essential work of the library scientist i s performed out of sight of the public that profits from it, non—librarians may fail t o see how all this relates to information science and computing. However, it is easy t o see that the acquisition, cataloging and circulation of informational material s contribute to .the flow of information (information science) and, insofar as thes e processes involve computers, they relate to computing, too. One of my primary concerns as a teacher of library science-most particularly, of the development of collections and their organization for retrieval-is to teac h students how to create, transform and apply bibliographic information, i .e. , information about information. The fundamental concepts are embodied in a cours e in library cataloging. Traditionally, the end product of such a course was the familiar 3x5 inch catalo g card. Originally, the card was hand—written. Melville Dewey's school of Library Economy is said to have included the teaching of \"library hand,\" the appropriat e script in which to record data describing materials. Later, students typed th e information (e .g ., in 1973, I did so as part of the coursework for my master's degree). The shift in focus of library cataloging from typing and filing cards, which reigne d …","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1987-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133288308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SIGCUE activities","authors":"Robert P. Taylor","doi":"10.1145/964080.964082","DOIUrl":"https://doi.org/10.1145/964080.964082","url":null,"abstract":"The SIG continues to reflect the fact that its focus is a subsidiary one for most ACM members, and therefore one that elicits only moderate activity at best . Moreover , because the ACM is primarily composed of computer professionals (thus only th e subsidiary educational interest by most members), outside educators do not see th e ACM as something they ought to belong to, through SIGCUE . Hence there has been no swelling of membership rolls due to recruits from either inside or outside th e ACM. Unless something happens to change the overall ACM membership, I see n o likelihood of SIGCUE's status changing, whatever officers may be elected . Thus while the subsidiary interest in educational activities keeps a small percentage of AC M members in SIGCUE, it is unlikely that most of them will take a more active roll . What SIGCUE tries to do will have to reflect this limited prospect .","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"518 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1987-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134011693","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bibliographic searching: now within your reach","authors":"B. Lawrence","doi":"10.1145/964080.964090","DOIUrl":"https://doi.org/10.1145/964080.964090","url":null,"abstract":"Bibliographic searching. What an unfriendly name for the everyday task of findin g published articles that contain the information you want. This article is an overview of the use of computers to search bibliographic databases ; these are databases tha t refer to publications, but do not contain text or data. They identify and describe th e publication through index terms, keywords, citations and, usually, abstracts. Bibliographic searching is the retrieving of information from these databases wit h great flexibility-by subject, by author, by journal name, or by any of a number o f \"handles. \" Online computer information retrieval became commercially available less than 1 5 years ago. It enhanced the power, ease and flexibility of searching, and broadene d access. People could now search many more databases than were available in thei r library. Computer retrieval systems have improved steadily, but intermediaries generally hav e been required to conduct a search. In the last few years there have been advance s that make it easier for anyone to search or to learn searching. The providers of th e information have developed specific programs to introduce bibliographic informatio n retrieval to the academic community. This article discusses how bibliographic information retrieval can help teacher an d student, and how the computer helps to conduct the search, to use search results, an d even to teach searching. Programs for bringing bibliographic information retrieval int o the classroom are reviewed. Scholars routinely use published literature in their research. They use bibliographic collections as access tools to specific literature with specific content. The ability t o search bibliographic databases by computer provides a means to answer question s about subjects and about other kinds of questions as well-who is doing what, wha t organizations are doing it, where the funding comes from, how active is this field , what conferences are held, and so on. The successful experience with computer information retrieval from publicly availabl e databases has lead to the development of two other types of bibliographic databases (1). The first is online public access catalogs, which are catalogs of the locall y available monographic literature, and which are now available in many universit y libraries. Personal computers support the second type, individual databases-guide s to personal reprint collections.","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1987-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129862661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}