ACM Sigcue Outlook最新文献

{"title":"Implementing a University level computer education course for preservice teachers","authors":"Dede Heidt, J. Poirot","doi":"10.1145/382236.382866","DOIUrl":"https://doi.org/10.1145/382236.382866","url":null,"abstract":"The long recognized problem of teacher retraining in computing has received considerable attention over the past several years. For the computer to be introduced in the classroom, teachers in the field had to be retrained to teach with and to teach about this new technology. The retraining of teachers, however, is not the only problem that needs to be addressed. We need to be serving the needs of teachers who are now being prepared to go into the classroom, that is, the preservice teacher, so that he or she is not immediately faced with a retraining need upon graduation. The elementary school teacher (and all teachers for that matter) receive their preservice training at the University level. It is imperative that the graduates of our universities receive an adequate background in the utilization of the computer in the classroom prior to their graduation. It is unfortunate, however, that even though computing technology is pervasive in the pre-college market, the training of elementary school teachers at the university level in computer utilization is lagging far behind. Why is the university system failing in its efforts to prepare teachers for computing technology? That question and other issues will be addressed here. Problems range from those at the global university level down to those involving the actual content of courses being taught. In between are problems to be faced by the College of Education, by the department offering computer education coursework, by faculty teaching the developed course, and by those charged with providing the laboratories for the prospective teacher. We concentrate on issues that are more politically related and not so much on the curriculum content, realizing that the content of the training course work is driven in large part by the content of pre-college level curricula and by hardware advances. We leave these issues to later work, pending results of other developmental efforts.","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"5 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":"133822467","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 role of telecommunications in preservice training in educational computing: content and process","authors":"R. Spielvogel","doi":"10.1145/382236.382860","DOIUrl":"https://doi.org/10.1145/382236.382860","url":null,"abstract":"Telecommunications networks for educators are increasing. Market Data Retrieval reports (1987) that 36 states have some form of educational network. The number of school and districtbased bulletin boards is also growing at a rapid clip. Commercial database vendors such as Dialog, BRS and Dow Jones have packaged versions of their services for schools, and others, like McGraw-Hill's MIX system, are designed specifically for education (Aversa and Mancall, 1987). Some states, Pennsylvania and Washington, have produced detailed curriculum guidelines in this area. Along with this growth is a corresponding increase in the number of schools with modems and phone line access to online services. The availability of these networks has already had an impact on the roles in many schools of the librarian, media coordinator and computer coordinator. The classroom teacher, however, has not had direct access to the tools, because of costs, logistics or lack of experience and, as a result, they have not incorporated them into their curriculum. Access to modems and the availability of online options are no longer the barriers that they were even a few years ago, but experience with online systems is still lacking in most teachers. While inservice training programs are needed, preservice training in this area should also be implemented as soon as possible so that new teachers are not entering the classroom with a lack of technological skills (Dowling and Pruitt, 1987.)","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"22 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":"117137350","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 computer as microworld and microworld maker","authors":"Dan Watt","doi":"10.1145/382236.382861","DOIUrl":"https://doi.org/10.1145/382236.382861","url":null,"abstract":"This paper makes a case for the inclusion of Logo and Logo-based microworlds as part of an introductory course on educational computing for pre-service teachers. Logo is an interactive, exploratory, mathematical problem-solving environment as well as a flexible, powerful, easy-tolearn programming language. As such, it is ideal for illustrating three important ways in which computers can be used to enhance learning. First, Logo is a domain in which key ideas of elementary computer science can be readily introduced. Second, Turtle Geometry, the mathematical learning environment built into Logo, illustrates some of the ways in which computerbased microwodds can foster exploratory learning of important mathematical ideas. Third, Logo can be used by teachers as a programming language in which to develop exploratory learning activities connected to specific curriculum objectives. This paper offers a nine-hour sequence of Logo activities designed to introduce these ideas and encourage prospective teachers to learn more about Logo at a later date.","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"25 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":"121651387","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":"Teacher training for using databases","authors":"Howard R. Budin","doi":"10.1145/382236.382859","DOIUrl":"https://doi.org/10.1145/382236.382859","url":null,"abstract":"A database is simply a collection of information. Computers are extremely powerful tools for handling information: they can sort large files rapidly, select out data according to specified criteria, they can print out reports formatted in a variety of ways, and they can send information to distant places. But to become valuable, information must be used in thoughtful and meaningful ways. While many educators have claimed that databases can be an important part of inquirybased learning that helps train students to think critically and make decisions, in fact this happens only to the extent that the teacher is aware of and able to implements techniques to make it happen. That exemplary uses of databases are too seldom found in actual practice attests to the need for exemplary training of teachers to use databases. This paper argues that a set obstacles, both technical and institutional, stand in the way of teachers using databases as they should be used, and that this makes it all the more difficult, and all the more important, to train teachers effectively. Effective training in this area means having teachers (and prospective teachers) use databases in the same ways we want their students to use them: collaborating with each other in long-term projects; learning actively how to conduct research using new technologies; solving problems through trial and error and feedback from a group of peers; and working their way through the processes involved in thinking critically and creatively. A pre-service course provides a unique opportunity to train prospective teachers in this way. The excitement and enthusiasm generated by this approach to learning can carry over into actual teaching practice and provide a weapon for combating the constraints they will encounter.","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"83 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":"126276387","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":"Visions of education and the implementation of technology","authors":"Robert P. Taylor","doi":"10.1145/382236.382853","DOIUrl":"https://doi.org/10.1145/382236.382853","url":null,"abstract":"There are fundamental visions which drive our educational endeavors that can stymie or send awry the implementation of any and all computer-based technology unless they are clearly understood. By considering such visions and what they suggest about how schools function generally, transcendent and useful insight can often be gleaned about how schools will utilize technology. Even when not accurately articulated or labelled, these visions can usually be characterized accurately enough by typology to assess their major implications. Indeed, an appropriate typology may project a vision more clearly than a formal articulation ever could. So far as this present teacher training project is concerned, a dichotomy linking two particular alternate visions appears most helpful in understanding how technology is already being used and is likely to be used in the future. It pictures schools as subject to two persistent and contrasting visions of the role of education in society : the priestly and the prophetic.","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"18 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":"125722528","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":"Social imlications of computers: ethical and equity issues","authors":"Judith E. Jacobs","doi":"10.1145/382236.382863","DOIUrl":"https://doi.org/10.1145/382236.382863","url":null,"abstract":"The introduction of computers into any situation changes its social atmosphere. This happens whether the computers are brought into a workplace, a library, or a classroom. This change in social conditions can be positive or negative, depending upon the thought and work that preceeded the installation of the machines. For instance, there are many ethical and equity issues that should be thought through before introducing computers to any situation. The degree to which this is done, and the degree to which related policies are set will influence the nature of the resultant changes.","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"231 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":"132298159","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":"Computers in education: an historical perspective","authors":"Karen J. Billings, D. Moursund","doi":"10.1145/382236.382854","DOIUrl":"https://doi.org/10.1145/382236.382854","url":null,"abstract":"A 1972 publication from the Carnegie Commission on Higher Education cites four major educational revolutions: the invention of reading and writing, the emergence of the profession of teacher/scholar, the development of movable type which led to a major increase in availability of books, and now, electronic technology. This current, Fourth Revolution includes calculators, computers, videotape recorders, videodiscs, electronic bulletin boards, computerized databanks, telecommunication satellites, fiber optics, cellular telephones, etc. This electronic technology is facilitating a major change in the way we store, process, and retrieve information, and the way we communicate. It is evident that each of the first three revolutions profoundly changed our world and that electronic technology will eventually lead to major changes in our educational system. One major goal of education is to help increase students' abilities to solve problems. Computers can play a major role in supporting this learning. The single most important idea in problem solving is that of building on the previous work of oneself and others, as one works to solve problems. Reading, writing, and arithmetic are essential to this endeavor, and so they have emerged as \"the basics\" of education. These \"basics\" are fundamental tools to many disciplines. It takes a lot of effort to learn to read well. But with increasing reading skill comes increasing ability to access information. It takes a lot of effort to learn to write. But writing allows communication over time and distance, and is a tremendous aid to the brain in working to solve complex problems. It takes a lot of effort to learn arithmetic and other mathematics. But mathematics provides a language and tools to represent and solve a wide range of problems important to people in our society. Computers and other related technology provide a new way to build on the previous and current work of other people. Thus, increasingly we find that a problem can be solved by a combination of retrieving appropriate information, using an appropriate computer program, inputting additional information, and using the computer program to process the information. This idea is at the very heart of the Fourth Revolution. We are, however, only in the beginning of this revolution. To summarize the changes that have taken place with electronic technology in the schools, the authors present a short history of","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"195 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":"115488156","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":"You teach what is global and leave the specifics to me: a computer coordinator's view of the essential preservice curriculum in computer education","authors":"S. Cory","doi":"10.1145/382236.382857","DOIUrl":"https://doi.org/10.1145/382236.382857","url":null,"abstract":"","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"38 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":"124266541","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":"Outlook: computing in education: a single course for preservice teachers","authors":"Robert P. Taylor","doi":"10.1145/382236.382237","DOIUrl":"https://doi.org/10.1145/382236.382237","url":null,"abstract":"This issue of Outlook is a collection of background papers prepared for a project jointly sponsored by Teachers College, Columbia University, the Association for Computing Machinery's Education Board and Special Interest Group on Computer Uses in Education, and the International Council of Computers and Education. The project was conceived at NECC'86 in San Diego, to produce some official guidance for teacher training institutions and agencies about what should be included in the training of today's teachers so that they will be at least minimally ready to use com puter-based electronic technology appropriately and integrally in their teaching once they become practicing teachers. The specific sub-project now underway was designed to produce the outline of a single course that could be offered in preservice teacher training programs, particularly by those programs that do not currently have a well-conceived approach to providing their prospective teachers with introductory training in computer use. Actual work on the preservice sub-project began at a NECC'87 meeting in Philadelphia and has extended through two-day meetings at Teachers College during the academic year 1987-1988 and a working meeting and several presentations at NECC'88 in Dallas. Preliminary background papers were written by a group of volunteer experts from across the country, and were subsequently discussed, and critiqued at the ~Teachers College meetings. The revised versions of most of these papers make up the current volume. They vary in style, content and polish but do collectively reflect the range of the discussion and the concerns that arose as the group thoughtfully considered the design of the preservice course. A preliminary outline of the course was drafted at and following the second Teachers College meeting and is now being reviewed. The project participants felt that the draft guidelines should be reviewed by all participants and revised appropriately, then disseminated and tested by use as the basis of an actual teacher training course. These completed guidelines with feedback concerning testing are expected to be available for NECC'89. One overriding concern shared by participants has led to a proposal for a second sub-project. The concern was that most teacher trainers may not themselves be good models of the use of","PeriodicalId":299906,"journal":{"name":"ACM Sigcue Outlook","volume":"17 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":"124915558","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":"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}