Learning how to create smooth animation on the computer is a two-step process. Step one (discussed in SE 539 133) involves creating shapes. In the second step, students animate their newly created shapes. The programing necessary to accomplish the animation is discussed. (JN)

Presents various programing activities using the BASIC and LOGO programing languages. Activities are included in separate sections with a title indicating the nature of the activities and the "tools" (commands) needed. For example, "Old-fashioned drawing" requires several tools (PRINT, LIST, RUN, GOTO) to make drawings using…

The paper describes a two-week summer course for gifted students which successfully develops mathematical program solving, promotes understanding of advanced mathematical concepts, and allows students to learn a great deal of programing. (CL)

Giving students their own disks to use as they please can inspire them to develop new programming skills and original approaches to using the computer. Offers suggestions on preparing disks for individual student use and making such disks a personal item. (JN)

High technology businesses in California's Silicon Valley have joined forces with local educators to form the Institute for Computer Technology (ICT), providing a model for education-industry cooperation. Describes the development of ICT, whose goal is to fill gaps between existing programs and to provide a structure for sharing computer-related…

To determine how hard it is for computers to solve problems, researchers have classified groups of problems (polynomial hierarchy) according to how much time they seem to require for their solutions. A difficult and complex proof is offered which shows that a combinatorial approach (using Boolean circuits) may resolve the problem. (JN)

Presents modified version of a glossary of commonly used terms in instructional computing. Defined as straightforwardly as possible, the terms listed are intended as an aid for foreign language teachers who are newcomers to the field of computer assisted instruction. (SL)

Presents two examples which illustrate the usefulness of ideas from cellular automata. First, Lee's algorithm is recalled and its cellular nature shown. Then a problem from digraphs, which has arisen from analyzing predecessing configurations in the famous Conway's "game of life," is considered. (Author/JN)

Two approaches to computer use instruction are applications (use of specific application software) and problem solving (developing thinking skills oriented toward using computers to solve problems). (SK)

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)

The computer is a valuable tool for all levels of learning. This article discusses requirements for computer literacy, such as understanding abstract concepts and use of equipment. Suggestions for choosing software are offered. (DF)

Discusses various issues related to training individuals to use microcomputers, a neglected aspect of the personal computer industry. Several methods used to solve training problems and training software are considered. (JN)

Reported are results of a survey undertaken to investigate students' preferences on the spacing of final honours exams, as a preliminary to the commissioning of a computer-designed exam timetable. (Author)

A training program was developed to teach secretarial level personnel to operate a teleprocessing computer system. (JY)

Gestalt psychologists have given many examples to demonstrate that laws of visual organization cause one view of scene to dominate others. This is also true for simple shapes. A figure can be articulated into many fragments but only a few will be perceptually dominant. (Author)