Explains a general theory of mathematical knowledge and its acquisition, and discusses the design of instructional computer use, including software, based on that cognitive theory. A programing language called ISETL is described, and preliminary investigations are presented on students' learning about sequences, convergence, and limits. (five…

This paper presents a perspective of the current state of technology-assisted instruction integrating computer language, artificial intelligence (AI), and a review of cognitive science applied to instruction. The following topics are briefly discussed: (1) the language of instructional technology, i.e., programming languages, including authoring…

This guide to using computer authoring aids to develop interactive instructional programs covers types of aids, languages, costs, mainframes, and key considerations. A sampling of resources with manufacturers' names and addresses is included. (SK)

Argues against using prepared computer programs for school instruction and proposes PASCAL as the most instructionally apt choice for a first computer language. Includes tips on resources for teacher training and textbooks in PASCAL. (JW)

Since LOGO was introduced at a 1981 National Council of Teachers of Mathematics conference, this computer language has spread through the schools and spawned Young People's LOGO Association groups throughout the United States and Canada. Teaching LOGO like other languages might alienate youngsters already at home with computer technology. (MLH)

Reviews the use of computers in Great Britain's educational system, and discusses the development of computer science education, computer assisted instruction, standardization of software and hardware, computer awareness, computers in school administration and teacher training, and future trends for educational computing. (RAO)

Discusses Seymour Papert's ideas on learning LOGO, a computer programing language which creates a context for learning. Claims that LOGO has been unfairly judged and that criticisms are rooted in misunderstanding. Argues that curriculum research in LOGO should use a multidisciplinary, multimethod approach. Concludes that the true potential of LOGO…

Discusses the question of whether one must know how to program in order to make the most effective use of the computer in language classes. Looks at four computer languages which may be of interest to language teachers who want to learn programing: BASIC, assembler, high-level languages, and authoring systems. (SED)

The programing language described was designed to remedy the weaknesses of BASIC by adding structured constructs and other desirable improvements, while retaining the major features and overall spirit of BASIC. COMAL 80 (COMmon ALgorithmic language), developed in Denmark, is proposed as an introductory programing language for schools. (Five…

The use of computers to assist in learning situations is reviewed on an international basis, evaluation studies and costs are examined, and critical issues are analyzed as they pertain to hardware, software, and courseware development. Recommendations are offered for educationally cost-effective uses of computer-assisted instruction. A 67-item…

In examining microcomputer uses in education, consideration must be given to hardware, software, and most importantly, the people who will use them. The educational software market is being affected by hardware manufacturers, educational publishers, independent software houses, user groups, and classroom teachers. Each of these groups has clearly…

Critically evaluates the assumption that microcomputer-based instruction can be used to teach generalizable thinking and problem solving skills. Transference of problem solving skills across domains is discussed, and strategies to promote problem solving abilities are examined, including computer assisted instruction and learning programing…

Discusses ways of providing graphic support in computer-based learning environments, outlines a simple case study involving a situation requiring graphic support, and describes several author language/systems that contain facilities to support the use of graphics. (MBR)

Explains the three main concepts of the system dynamics approach to model building (dynamics, feedback, and systems) and the basic steps to problem solving by simulation applicable to all educational levels. Some DYNAMO commands are briefly described. (EAO)

Discusses the rationale for sharing courseware between educators, describes the problems of hardware incompatibility associated with software sharing, and introduces a multilingual interpreter system which allows instructional software implemented in different computer languages and on different machines to be shared with a minimum of work. A…