Seidel / Anderson / Hunter Computer Literacy

Issues and Directions for 1985
1. Auflage 2014
ISBN: 978-1-4832-2016-1
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 324 Seiten, Web PDF

Computer Literacy: Issues and Directions for 1985 is based on a conference entitled 'National Goals for Computer Literacy in 1985', held in Reston, Virginia, on December 18-20, 1980, under the auspices of the National Science Foundation. The conference provided a forum for discussing views on computer literacy, as well as methods for infusion of computer-related objectives and activities into existing curricula for different age levels. Issues and barriers to developing national goals for achieving a computer-literate society in the United States are also examined. Comprised of 31 chapters, this book begins by presenting four major approaches to a perspective on computer literacy: impact of computer literacy on the citizenry; major national components of a computer literacy program; development of an information handling curriculum for an evolving computer literacy concept; and a 30-year historical overview of 'computer events in three strands' (research/development/technology, education, and social/political institutional). The next section considers the definitions and requirements of computer literacy as they impact society, students, and teachers. The use of the computer in cognitive research and in problem solving is also discussed, together with curriculum development in computer literacy. This monograph will be of interest to students, teachers, school administrators, and educational policymakers.

Autoren/Hrsg.

Seidel, Robert J.

Anderson, Ronald E.

Hunter, Beverly

Inhaltsverzeichnis

1;Front Cover;1
2;Computer Literacy;4
3;Copyright Page;5
4;Table of Contents;8
5;Dedication;6
6;CONTRIBUTORS;12
7;PREFACE;14
8;ACKNOWLEDGMENTS;16
9;SECTION I:
PERSPECTIVES ON COMPUTER LITERACY;18
9.1;CHAPTER 1. KEY COMPONENTS FOR A NATIONAL COMPUTER LITERACY PROGRAM;20
9.1.1;REFERENCES;24
9.2;CHAPTER 2. NATIONAL COMPUTER LITERACY, 1980;26
9.2.1;REFERENCES;33
9.3;CHAPTER 3. ON THE DEVELOPMENT OF AN INFORMATION HANDLING CURRICULUM: COMPUTER LITERACY, A DYNAMIC CONCEPT;36
9.3.1;I. CURRENT PROBLEMS;36
9.3.2;II. VARIETIES OF NEED;37
9.3.3;III. MARKET VS. NATIONAL NEED;42
9.3.4;IV. PROPOSED CURRICULUM;43
9.3.5;V. EVOLVING CULTURE;48
9.3.6;REFERENCES;49
9.4;CHAPTER 4. COMPUTER LITERACY: 1949-1979;50
9.5;CHAPTER 5. AUDIENCE COMMENTARY;66
10;SECTION II:
DEFINITIONS AND REQUIREMENTS FOR COMPUTER LITERACY;68
10.1;CHAPTER 6. EDUCATION FOR CITIZENSHIP IN A COMPUTER-BASED SOCIETY;70
10.1.1;I. THE IMPACT OF COMPUTERS ON PEOPLE'S LIVES;71
10.1.2;II. WHAT SHOULD THE TERM "COMPUTER LITERACY" MEAN?;73
10.1.3;III. PUBLIC EDUCATION AND COMPUTER LITERACY;75
10.1.4;IV. SOME ISSUES IN PLANNING FOR COMPUTER LITERACY EDUCATION;77
10.1.5;V. INVESTIGATING THE SCHOOL AS A MICROCOSM OF SOCIETY;81
10.1.6;REFERENCES;83
10.1.7;DISCUSSANT REMARKS;86
10.1.8;NARRATIVE;87
10.2;CHAPTER 7. PERSONAL COMPUTING FOR ELEMENTARY AND SECONDARY SCHOOL STUDENTS;90
10.2.1;I. PERSONAL COMPUTING;90
10.2.2;II. PERSONAL COMPUTING: A FORMAT FOR EXPLORATION;92
10.2.3;III. COMPUTER ASSISTED INSTRUCTION;93
10.2.4;IV. AN AID TO PROBLEM SOLVING;94
10.2.5;V. LEARNING COMPUTER AND INFORMATION SCIENCE;96
10.2.6;VI. COMPUTERIZED ENTERTAINMENT;98
10.2.7;VII. FINAL REMARKS;99
10.2.8;REFERENCES;100
10.2.9;DISCUSSANT REMARKS;102
10.2.10;NARRATIVE;103
10.3;CHAPTER 8. COMPUTER LITERACY FOR TEACHERS;108
10.3.1;I. THE CENTRAL PROBLEM;109
10.3.2;II. THE COMPUTER AS A VEHICLE FOR COMPUTER LITERACY FOR
TEACHERS;110
10.3.3;III. LITERACY DETAILS;111
10.3.4;IV. CONCLUSIONS;114
10.3.5;ACKNOWLEDGMENTS;115
10.3.6;DISCUSSANT REMARKS;116
10.3.7;NARRATIVE;117
10.3.8;DISCUSSANT REMARKS;120
10.3.9;NARRATIVE;121
10.3.10;AUTHOR REBUTTAL;124
10.3.11;AUDIENCE COMMENTARY;126
10.3.12;WORKING GROUP I: COMPUTER LITERACY FOR TEACHERS AND SCHOOL ADMINISTRATORS;132
10.3.13;WORKING GROUP V:
ETHICS AND VALUES FOR COMPUTER LITERACY;138
11;SECTION III:
COGNITIVE RESEARCH AND SOLVING PROBLEMS USING THE COMPUTER;144
11.1;CHAPTER 9. CONTRIBUTIONS OF COGNITIVE SCIENCE AND RELATED RESEARCH IN LEARNING TO THE DESIGN OF COMPUTER LITERACY CURRICULA;146
11.1.1;I. USE CONCRETE MODELS;147
11.1.2;II. ENCOURAGE LEARNERS TO "PUT IT IN THEIR OWN WORDS";161
11.1.3;III. ASSESS AND BUILD ON LEARNERS' INTUITIONS;166
11.1.4;IV. PROVIDE TRAINING IN CHUNKING;168
11.1.5;V. PROVIDING TRAINING IN ANALYSIS OF STATEMENTS;170
11.1.6;VI. CONCLUSION;171
11.1.7;REFERENCES;171
11.1.8;DISCUSSANT REMARKS;178
11.1.9;NARRATIVE;179
11.1.10;DISCUSSANT REMARKS;184
11.1.11;NARRATIVE;185
11.1.12;REFERENCES;187
11.2;CHAPTER 10. DOES COMPUTER PROGRAMMING ENHANCE PROBLEM SOLVING ABILITY? SOME POSITIVE EVIDENCE ON ALGEBRA WORD PROBLEMS;188
11.2.1;I. INTRODUCTION;188
11.2.2;II. EXPERIMENTS WITH WORD PROBLEMS IN A TRADITIONAL ALGEBRAIC SETTING;189
11.2.3;III. INTERPRETATION OF ALGEBRA EXPERIMENTS;191
11.2.4;IV. COMPUTER PROGRAMS VS. ALGEBRAIC EQUATIONS: EXPERIMENTAL RESULTS;193
11.2.5;V. WHY A PROGRAMMING CONTEXT DECREASES REVERSAL ERRORS: SOME
HYPOTHESES;197
11.2.6;VI. IMPLICATIONS FOR EDUCATION;198
11.2.7;VII. CONCLUDING REMARKS;200
11.2.8;REFERENCES;201
11.2.9;DISCUSSANT REMARKS;204
11.2.10;NARRATIVE;205
11.2.11;REFERENCES;209
11.2.12;DISCUSSANT REMARKS;210
11.2.13;NARRATIVE;211
11.2.14;AUTHOR REBUTTAL;214
11.3;CHAPTER 11. AUDIENCE COMMENTARY;216
11.4;CHAPTER 12. WORKING GROUP II: DEVELOPMENTAL SEQUENCE OF COMPUTER LITERACY FOR GRADES K-12;220
12;SECTION IV:
COMPUTER LITERACY AND CURRICULUM DEVELOPMENT;226
12.1;CHAPTER 13. THE MINNESOTA EDUCATIONAL COMPUTING CONSORTIUM (MECC) PROJECT ON COMPUTER LITERACY INSTRUCTIONAL MODULES (CLIM);228
12.1.1;I. INDIVIDUALIZATION;230
12.1.2;II. EXPERIENTIAL LEARNING;230
12.1.3;III. CURRICULUM INTEGRATION;230
12.1.4;IV. HIERARCHY OF INSTRUCTION;231
12.1.5;V. COST;231
12.1.6;VI. TEACHER READINESS;231
12.1.7;VII. STUDENT READINESS;231
12.1.8;VIII. THE COMPUTER ENVIRONMENT;231
12.1.9;CONCLUSION;232
12.2;CHAPTER 14. COMPUTER LITERACY CURRICULUM FOR GRADES K-8;234
12.2.1;I. LIMITATIONS AND PROBLEMS TO THIS APPROACH;238
12.3;CHAPTER 15. COMPUTER LITERACY AND THE MATHEMATICS CURRICULUM;240
12.4;CHAPTER 16. COMPUTER LITERACY IN THE SOCIAL STUDIES CLASSROOM;244
12.5;CHAPTER 17. GETTING COMPUTER LITERACY INTO THE PRE-COLLEGE CURRICULUM IN SCIENCE;246
12.6;CHAPTER 18. COMPUTER LITERACY: 1985;250
12.6.1;I. COMPUTER LITERACY: A DEFINITION;251
12.6.2;II. INSTRUCTIONAL COMPUTING: 1985;251
12.6.3;III. COMPUTER LITERACY GUIDES;252
12.6.4;IV. SUMMARY;253
12.6.5;SUGGESTED READINGS;254
12.7;CHAPTER 19. WORKING GROUP III: COMPUTER LITERACY LEARNING MATERIALS FOR GRADES K-8;256
12.8;CHAPTER 20. WORKING GROUP IV: COMPUTER LITERACY LEARNING MATERIALS FOR GRADES 7-12;260
12.9;CHAPTER 21. WORKING GROUP VII: COMPUTER LITERACY IN THE MATHEMATICS CURRICULA;266
12.10;CHAPTER 22. WORKING GROUP VIII: COMPUTER LITERACY IN THE SCIENCE CURRICULA;272
12.11;CHAPTER 23. WORKING GROUP IX: COMPUTER LITERACY IN THE SOCIAL STUDIES CURRICULA;276
13;SECTION V:
ALTERNATIVE POLICIES AND IMPLEMENTATION OF GOALS FOR COMPUTER LITERACY DURING THE NEXT FIVE YEARS;282
13.1;CHAPTER 24. NATIONAL GOALS AND STRATEGIES FOR COMPUTER LITERACY;284
13.2;CHAPTER 25. A NATIONAL COMMITMENT TO COMPUTER LITERACY;288
13.3;CHAPTER 26. PLURALYSIS IN/OF THE COMPUTER LITERACY MOVEMENT;292
13.3.1;I. NATIONAL STRATEGIES;293
13.4;CHAPTER 27. NATIONAL GOALS FOR COMPUTER LITERACY;298
13.4.1;I. INTRODUCTION;298
13.4.2;II. SOME DEFINITE GOALS;299
13.4.3;III. CONCLUSION;301
13.5;CHAPTER 28. AUDIENCE COMMENTARY;302
13.6;CHAPTER 29. WORKING GROUP VI: NATIONAL STRATEGIES FOR IMPLEMENTING COMPUTER LITERACY;310
14;SECTION VI:
SUMMARY OF THE CONFERENCE;316
14.1;CHAPTER 30. SUMMARY OF THE CONFERENCE;318
14.2;CHAPTER 31. PARTICIPANTS;322