Abstract: This paper describes a general methodology and principles for the preparation of tutorials, or computer-assisted instructional courses, to introduce first-time users to computer terminals. The methodology and principles are especially designed to prepare tutorials that will make computers seem friendly and that will motivate casual or discretionary users to learn more about computers. Examples are drawn from a tutorial prepared for the IBM 3277 Display Station.

Abstract: In most contemporary educatiOnal situations where children come into contact with computers the computer is used to put children through their paces, to provide exercises of an appropriate level of difficulty, to pro vide feedback, and to dispense informatio n. The computer programming the child. In the LOGO envi· ronment the relationship is reversed : The child is in control: The child programs the computer. And in teaching the computer how to think , children embark on an exploration about how they themselves think . Thinking about thinking turns the child into an epistemologist, an experience not even shared by most adults. After five yean of study with lean Piaget in Geneva,! came away impres.~d by his way of looking at children as the active builden of their own intellectual structures. To say that intellectual structures are built by the Ieamer rather than taught by a teacher does not mean that they arc built from nothing. Uke ot her

Abstract: Computer literacy in higher education and its relationship to computer science and other areas of the institution, such as general and continuing education, are considered, along with issues related to academic and administrative aspects of computer literacy. The ;mpact of microcomputers is assessed, as is the extent to which computer science and literacy are increasing in other countries. It is suggested that given the continuing success of computer literacy at the elementary and secondary levels, computer literacy in higher education could, in time, acquire the status of a basic skill. Curricular concerns include the advantages and disadvantages of computer assisted instruction (CAI), the relationship of microcomputers to CAI, and who should be computer literate. According to the literature, computer literacy is intended for everyone,-and the literacy level that is effective at one institution may be inappropriate at another, although common characteristics are indicated. Important administrative considerations are the issues of facilities planning, the acquisition of computer literate faculty and staff, and the cost of providing literacy to students, faculty, and administrators. In brief, the relationships among goals of students, faculty, and staff members and the relationship of these goals to resource support are determining factors in the planning, development, and implementation of computer literacy programs. Issues and problems of national scope that require national strategies for their resolution include: networks, national databases, federal support of computer education, national cooperation and coordination, and international competition. The state-of-the-art in computer literacy practices and research is reviewed, and a bibliography is appended. (SW) 1981 Computer Literacy in Higher Education

Abstract: In Arthur Luehrmann's critique of our February 1980 Mathematics Teacher article on computer literacy objectives, he pro poses a rather narrow view of literacy. De spite his claim, there are two (not just one) generally accepted definitions of literacy. One is, as he points out, the ability to com municate, for example, reading and writ ing; and the other, which he neglects, is the state of being informed, "cultured," and well versed. Whereas the first is a subset of the second, both definitions are commonly used. It is not surprising that the term com puter literacy shares the semantic ambiguity of language literacy. The narrow view is that computer literacy is simply a matter of doing things with a computer. The compre hensive view is that computer literacy is an understanding of computers that enables on? to evaluate computer applications as well as to do things with them. The comprehensive view of computer lit eracy is consistent with the long-estab

Abstract: Editor's Note : The following article wa s presented as the keynote speech at th e February, 1981 SIGCSL Symposium. Dr. Atchison was presented with the firs t annual award for "Outstandin g Contributions to Computer Scienc e Education ". As an introduction let no say tha t Computer Science Education is now the "in " thing. When the Program Committee of th e 'orld Conference on Computer Educatio n (VECCL) met in early February in Lausanne , Switzerlanu, it calve out that the Europea n Economic Community (EEC) wanted to sponso r Computer Science Education, and they wer e looking for the proper people to work wit h them. Peter Wegner in his talk at thi s SIE :CSE Conference also mentioned the EEC' s interest in programming languages. The United Nations Educational, Scientifi c and Cultural Organization (UNESCO) is i n the act in many ways. They now are ver y anxious to work with the Internationa l Federation for Information Processin g (IFIP) Technical Committee on Compute r Education (TC-3). They are sponsoring a computer science curriculum project fo r developing nations. I have been workin g on this curriculum project with othe r members of TC3. UNESCO is sponsoring experts to go t o developing nations to talk about the us e of CAI. Now there exist small compute r systems that can be afforded by mor e nations or groups. You have all probably heard by now tha t France started about two years ago tu e process of installing 10,000 micr o computers. Recently, I asked Professo r Jack llebenstreit how that project wa s corning along. Two thousand are in now ! Note : Their prime purpose for doing thi s was as much economical as it wa s euucational. The French government wante d to give their computer industry a boost. Many of you have heard about England' s resolve to spend 12,500,000 million pound s on computer euucation. I asked an English frienu Clow that was coming along. he sai d it is now scaled down to 9 or 9 1/ 2 million pounds, but it is not to be use d for equipment. It Is to 9u aseu In th e euucatlorl and tralnin,, process, and Lne , are 1t. the process of SuLLlli, L.y tu e ooards to evaluate proposals. Money fo r the computers will come from otrre …

Abstract: Computer literacy for students and teachers in grades K-8 is defined as the ability to: 1) use suitably programmed computers in appropriate ways to assist in accomplishing tasks and solving problems; and 2) make informed judgments about social and ethical issues involving computer and communications systems.Rationale is presented for an approach to computer literacy for K-8, in which computer-related objectives are integrated into the curricula in language arts, math, science and social studies. A set of objectives is described.

Abstract: This article presents the results of an extensive study of the current use of computer programs in MS curricula. Reporting the findings for 109 business schools, the authors rank the availability, use, and importance of 14 commonly used “canned” MS programs. We conclude that faculty interest in a package of MS computer programs analogous to SPSS is very high. However, current use of most programs, especially in larger business schools and doctoral programs, is not widespread. The study provides an overview of the state of the art in today's computer linkage with Management Science, and the computer hardware currently in use in US business schools.

Abstract: Working towards the goal of full utilization for our three Apple computers, the Western Pennsylvania School for the Deaf has made computer literacy an integral part of the high school and commercial programs and has also made this same equipment available to other departments as a labor and time conserving resource. This paper outlines the various ways we are using our Apples. At the Symposium we expect to demonstrate all the programs and configurations mentioned in the paper, including an "on-line" interactive program, how a computerized bulletin board system works, and a "hands-on" demonstration of how to adapt a commercially produced program.

Abstract: : The 'Language Studies' contract is divided into four project areas, all of which are directed to the problems of effectively, reliably and efficiently using modern computers in a wide range of applications. Three of the projects deal with methods of communicating with computers. Task 1 - Very High Level Programming Systems (P.I.: J.A. Robinson). This group is working towards combining the features developed to support work in the area of artificial intelligence and those used in general program development into a new conceptual framework that can be understood and used by a large community of users. Task 2 - Proving Program Correctness (P.I.: J.C. Reynolds). This group is working towards programming language designs which increase the probability that specification errors will be detected by the compiler or interpreter and to provide the language facilities so that users will more nearly be able to prove that programs perform as they are specified than is currently possible. Task 3 - Grammars of Programming (P.I.: E.F. Storm). This group is working towards the development of methods which will allow users to communicate with computer programs in terms more normal to their every day communication forms. Task 4 - Systems Studies (P.I.: R.G. Sargent). This group is working towards developing more sophisticated and efficient models of computer systems which can predict system performance when given particular parameter values. The current efforts concern models of transaction processing systems (TPS).

Abstract: A survey fo first and second year university students reveals the acceptance of a number of misconceptions about computers and computer applications, some on which indicate the presence of negative attitudes. A statistical analysis of the survey supports the proposition that previous computer experience is not always a corrective for unreasonable or even hostile attitudes. It is claimed that the achievement of computer literacy (in the sense of technical expertise) is possible for some populations only after attitudinal corrections, and that, in general, the strategy for achieving such corrections is dependent upon population characteristics.

Abstract: The proposed program will establish a Computer Education Institute for computing, mathematics, and science teachers and supervisors in grade 7 to 12. The goals of the program are to: (1) provide teachers with a knowledge of programming in BASIC, and conceptual foundations of computer programming, (2) inform teachers of the variety of uses of computers in teaching science and mathematics, (3) provide an opportunity to observe and interact with youngsters as they learn to program, (4) establish a focus for teachers' future needs in computer education through contact with qualified scientists, and (5) develop and update teachers' knowledge about computers in society.The objectives will be accomplished through enrollment during a six-week summer session in a Structured Programming seminar and a Computer Education seminar. Intensive practice in a computer lab will develop programming skills.During the fall semester, four Guest Speaker Seminars will be held to provide nationally recognized experts as a resource. These meetings will also provide the program participants an opportunity to discuss their own implementation progress with the Institute staff.

Abstract: Concerns about the current educational technology movement are discussed in these four papers which were presented during a seminar of 20 representatives from 10 Council for Educational Development and Research (CEDaR) member institutions. The first by Marcella Pitts and E. Joseph Schneider provides an overview of the educational technology movement and discusses current use of and interest in technology in schools. The paper distinguishes differences between educational technology and technological gadgetry, cautioning against indiscriminate use of technological hardware without instructional expertise. The second paper by Alan M. Lesgold focuses on ways basic instructional principles derived from education and psychology can be applied to computer-based instruction. Three seminar themes are highlighted in the third paper by Richard E. Schutz: (1) the capability for CEDaR member institutions to advance educational technology and school improvement through programmatic research and development; (2) the possibility for CEDaR institutions to combine their expertise to explore instructional applications of technology; and (3) the problems of injudicious application of technology to educational problems. The final paper presents the views of a panel of experts, who comment on the services that research and development organizations can provide to schools and make specific recommendations abotlt technology-related research issues. Each paper begins with a short 'summary, and references are listed for the first and third papers. (LMM) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************

Abstract: A first course in human geography has been designed for majors and students from the more technical fields at university. It is built around five computer exercises, none of which require any programming or computer skills. Problems and exercises are designed to enhance carry‐over skills and humane awareness.

Abstract: COMPUTER LITERACY : The use of computers in education is continually expanding . The advent of the mini-computers a few years ago started the expansion and now the availability of the various micro-computers will cause the expansion to boom in an exponential manner . In ten years every school that considers itself up-to-date will have one or more microcomputers just as they now have various pieces of audio-visual equipment and science laboratories . The computer literacy problem should almost vanish at the college entry level by the end of the century (see Table 1) (1,2) . The high schools will need such courses for some time afterwards and perhaps indefinitely . In a sampling survey carried out jointly by AFIPS and TIME in 1971 (3) it was estimated that 490 of the population had at some time had a job which required either direct or indirect contact with a computer . I expect that this percentage is substantially higher now perhaps as high as 70-800 . The addition of the numerous transaction terminals in department stores, banks, discount stores and supermarkets alone make up a major portion of this projected increase . Table I NUMBERS OF COLLEGES AND UNIVERSITIES OFFERING \"COMPUTER APPRECIATION\" COURSES WITH ENROLLMENT