This paper discusses five points related to developmental research on children learning to do Logo programming: (1) systematic developmental research documenting what children are learning as they learn to program is necessary; (2) Logo is cognitively complex beyond its early steps and difficult to learn without instructional guidance; (3) the…

Offers an overview of issues pertaining to societal readiness to cope with the information explosion. The need for computer literacy, an examination of computers in education, and the role of the National Science Foundation in computer literacy programs are discussed. (MER)

Four conference papers are reviewed in this introduction to a symposium. The first paper is by Clements and Merriman, who make a case for the reflection of Steinberg's information processing componential model of cognitive processes in the LOGO language and computational environment; present a series of experiments that attempted to tailor the…

Examines the cognitive effects of learning to program versus programming as it is experienced in introductory classes. Research studies that have analyzed the cognitive demands of programming are reviewed and criticized, problems of transfer of programming skills are discussed, and 42 references are provided. (LRW)

This report explores the complex agenda of issues, promise, and problems that building a developmental science of programming entails and emphasizes the need to highlight different types of programming and programmers, the different cognitive subtasks involved in programming, and the social character of many programming efforts. An introduction…

The five papers in this symposium contribute to a dialog on the aims and methods of computer education, and indicate directions future research must take if necessary information is to be available to make informed decisions about the use of computers in schools. The first two papers address the question of what is required for a student to become…

Shows by means of a mathematical example how algorithmic thinking and mathematical thinking complement each other. An algorithmic approach can lead to questions that deepen the understanding of mathematics material. (DDR)

Discussion of changing curricula in higher education focuses on a new curriculum design for intermedia specialists that should evolve from the more traditional field of instructional technology. The need for appropriate undergraduate and practical experience is considered, and courses that combine computer education, cognitive systems, and other…

Discusses the complexity of educating teachers so that they can effectively utilize educational software and integrate it into the curriculum. The cognitive orientation of computer learning environments is emphasized, preservice and inservice experiences are suggested, learning theories are discussed, and a sample experience for teachers using…

Research in human computer interaction and instructional design can provide insights into effective methods for training microcomputer users. Suggestions include utilizing error recognition and recovery, development of mental models, simplification of documentation, and using cognitive approaches that allow transfer of knowledge to new situations.…

The article discusses two interrelated aspects of computer education: the computer's potential for developing cognitive skills and ways in which the differential participation of males and females in computer experiences may lead to inequitable outcomes. The Assessing the Cognitive Consequences of Computer Environments for Learning Project…