PILOT is the generic name of a programing language suited for authoring/executing CAI educational programing. The strengths/weaknesses of TRS-80 MicroPilot (formerly Pilot Plus) and differences between Micropilot and Basic and CAI courseware authoring languages are discussed. Major strength is efficiency for educational/interactive programing with…

The nature of programing languages is discussed, focusing on machine/assembly language and high-level languages. The latter includes systems (such as "Basic") in which an entire set of low-level instructions (in assembly/machine language) are combined. Also discusses the nature of other languages such as "Lisp" and list-processing languages. (JN)

Discusses the elements of programming style, considering capitalization, variables, constants, format, GOTO statements, user friendliness, and clarity. Although Pascal is used as the example, the information provided is applicable to any programming language. (JN)

Once touted as the wonder programming language of the classroom, Logo is now a hotbed of controversy. Various issues related to the controversy are examined in an interview with Seymuor Papert, coauthor of the language. (JN)

Presents computer-oriented activities which (although requiring a certain level of computer expertise) can be easily adapted for students in any grade. They include creating Pascal limericks, a day of the week calculation worksheet, two LOGO activities (including one used to introduce the building block approach to LOGO programming). (JN)

Describes the strengths and weaknesses of four programing languages (Logo, PILOT, BASIC, Pascal) in terms of the tasks to be performed (task environment), capabilities of the language (programing environment), and skills user wants to develop (user environment). (JN)

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…

Presents computer-oriented activities which (although requiring a certain level of computer expertise) can be easily adapted for students in any grade. They include making greeting cards, rotating figures (while creating interesting designs and learning key geometric concepts), and examining LOGO procedures that will build a database. (JN)

This report examines the exploration and implementation of a multi-faceted approach to the use of computers in the instructional setting in the Worthington (Ohio) School District. Section I presents major steps which occurred during the 1981-82 and 1982-83 school years. These include formation of task forces, descriptions of major ways in which…

Eight computer-oriented teaching activities are presented. Although all require some computer expertise, they can be easily adapted for students in any grade. Included are various programs using LOGO (drawing insects, fruits, and stars), a LOGO speller, a computer club activities, and others. (JN)

LOGO tools are procedures which accomplish specific tasks. They can be furnished to students, along with suggestions for exploratory activities, or students can develop them. Several of these tools (program listings) with sample output are presented. (JN)

Presented are six activities suitable for middle grades. They include programs for voting, creating Logo patterns, and for selecting a writing topic. Other activities focus on use of the colon and FOR/NEXT loop in BASIC and evaluating programs. (JN)

Five activities suitable for upper grades are provided. They include programs to create polygons (Logo), determine where text is placed on screen (Apple Pascal), and draw a working clock (Logo). Other activities focus on command statements and creating a quiz. (JN)

The educational value of courses in computer programing must be judged by sound curriculum criteria: they should fit a logical sequence of K-12 learning objectives, expose students to future career opportunities, and teach students reasoning skills. (TE)

These curriculum materials are designed for teachers of students in grades six through nine to use to teach general computer literacy and rudimentary programming in BASIC. Sections on history, what microcomputers can do, and computer anatomy have been written so they can be copied and placed in the hands of the students in the intended audience,…