The nature of the organization, Micros and Primary Education (MAPE) is detailed, and its history and development are noted. The primary purpose of MAPE is to promote and develop awareness and effective use of microelectronics as an integral part of the philosophy and practice of Primary Education. (MP)

Describes the hardware, software, applications, and current proliferation of personal computers (microcomputers). Includes discussions of microprocessors, memory, output (including printers), application programs, the microcomputer industry, and major microcomputer manufacturers (Apple, Radio Shack, Commodore, and IBM). (JN)

John G. Kemeny, co-author of the BASIC programing language and co-developer of the Dartmouth Time-Sharing System, is interviewed. He responds to questions on computer languages, the role of computer science, future uses of computers, and mathematics instruction. (MP)

The setup of computers in schools in Bavaria is detailed, starting with the fulfillment of the preliminary requirements through teacher instruction. The plan from 1981 onward is to provide at least eight computers per school, with the use of microcomputers helping to keep the costs relatively low. (MP)

This paper describes the instructional format of the lecture and the self-paced methods of teaching FORTRAN at Michigan State University and compares end-of-term grades of students taking a second computer science course based on whether they took the first course in the self-paced or the traditional lecture format. (Author/BB)

Offers a framework for thinking about teacher education in computer use. Includes brief descriptions of suggested courses for a teacher education program and types of teacher education activities. (IRT)

The capability of computers and their potential for thinking are discussed. (MK)

Reveals some drawbacks to computer studies in the primary and secondary learning environment in the United Kingdom. Addresses: (1) technical support; (2) low use of computer assisted learning in other subjects; (3) low enrollment of females in computer education classes; and (4) low enrollments in science education at the higher education level…

Discussion of the absence of women and minority groups in computer science and information technology focuses on a study conducted at Middlesex University (England) that investigated how gender and ethnicity connected to computing are perceived by computing science students and how this may influence their decision as future computer scientists…

We have been using robots in our artificial intelligence course since fall 2000. We have been using the robots for open-laboratory projects. The projects are designed to emphasize high-level knowledge-based AI algorithms. After three offerings of the course, we paused to analyze the collected data and to see if we could answer the following…

"Computer Science: Reflections on the Field, Reflections from the Field" provides a concise characterization of key ideas that lie at the core of computer science (CS) research. The book offers a description of CS research recognizing the richness and diversity of the field. It brings together two dozen essays on diverse aspects of CS…

The latest way to aid students in their learning activities is described. (CK)

The 13th iteration of the International Conference on Educational Data Mining (EDM 2020) was originally arranged to take place in Ifrane, Morocco. Due to the SARS-CoV-2 (coronavirus) epidemic, EDM 2020, as well as most other academic conferences in 2020, had to be changed to a purely online format. To facilitate efficient transmission of…

These proceedings contain the papers of the 16th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2019), held during November 7-9, 2019, which has been organized by the International Association for Development of the Information Society (IADIS) and co-organised by University Degli Studi di Cagliari, Italy.…

Existing adaptive e-learning methods are supported by student (user) profiling for capturing student characteristics, and course structuring for organizing learning materials according to topics and levels of difficulties. Adaptive courses are then generated by extracting materials from the course structure to match the criteria specified in the…