Learning depends not only on how information is disseminated but on what learners do with the information once it becomes available to them. Procedures that teachers can use to help students identify processing frameworks (approaches to identifying and organizing information) for individual learning tasks are discussed. (RM)

This paper attempts to clarify the meaning of using the computer as a tool for information processing. Provides spreadsheet and database examples of such use for high school geography. (JDH)

Describes a classroom technique that promotes higher levels of thought and enhances learning in graduate and undergraduate teacher education classes. (DF)

Provides a direct instruction strategy for teaching skills and concepts required for database use. Creates an interactive environment which motivates, provides a model, imparts information, allows active student participation, gives knowledge of results, and presents guidance. (LS)

The Cooperative Principle posits four general ways in which a speaker is expected to be cooperative: (1) quantity--make a contribution no more and no less informative than is required; (2) quality--say only that which one both believes and has adequate evidence for; (3) relation--be relevant; and (4) manner--make a contribution easy to understand.…

Provides three teaching strategies that integrate technology into the curriculum: inductive teaching, cooperative learning, and mnemonics. (MG)

Describes a strategy for sustaining student attention and systematic information processing in a college-level psychology class. Outlines how absurdities are embedded in daily instruction for students to detect. Maintains that student interest and discussion levels were increased by this approach. (CFR)

Describes a pedagogical strategy that accomplishes the practical aims of courses variously labeled as technical, business, and professional writing but that at the same time offers students the opportunity to recognize and critique the ideology of institutional discourses. (MG)

The material presented in this article is intended to help students learn how to learn. The seven key concepts of David Ausubel's assimilation theory for cognitive learning are discussed with reference to the classroom. Concept mapping is suggested as a tool for demonstrating how the seven key concepts function. (SA)

Conjoint retention and confluency are examined as psychological and pedagogical principles for use in instruction in English as a Second Language (ESL) when maps are used as facilitators. The theory of conjoint retention states that dual encoding occurs when a person hears or reads a narrative while simultaneously viewing a map containing…

This monograph reviews the research findings related to study skills and provides a limited number of examples. The monograph emphasizes the relationship of information processing theory to effective teaching and learning, and details the growth of interest in metacognition. It reviews existing programs that teach study skills and discusses the…

The book offers practical information for classroom teachers and teacher educators on effectively incorporating computer technology in the classroom. The book focuses on the change associated with the growing presence in educational institutions of the new communication and information processing technologies, which is most significant for…

This guide is designed to provide job-relevant tasks, performance objectives, performance guides, resources, teaching activities, evaluation standards, and achievement testing for the occupation of information processing specialist. It can be used with any teaching method, and it addresses all three domains of learning: psychomotor, cognitive, and…

This Alberta curriculum guide defines competencies that help students build daily living skills, investigate career options in information processing occupations, use technology in for information processing effectively and efficiently, and prepare for entry into the workplace or related postsecondary programs. The first section provides a program…

This manual is intended to help teachers meet the objectives of the 1985 Alberta, Canada, Offices Procedures 20-30 curriculum. The manual is organized in five sections. The first section contains introductory information on the Office Procedures 20-30 curriculum, including course objectives and a flowchart of the modules in the office procedures…