Abstract: Only with a knowledge of computers can we participate effectively in all facets of modern life. Computer literacy will enable us to keep control over our own professional activities, to contribute effectively to debate, to use the new information systems and to develop our own projects. Anaesthetists can develop this literacy by consistent reading, by doing courses, and by using computers. This paper deals with what we can learn about computer language, and methods of developing a computer project.

Abstract: Publisher Summary This chapter discusses the issues and problems faced by a society that is trying to become computer-based. It also discusses the role of public education in developing a computer-literate populace, issues for consideration in planning for computer literacy education, and one particular activity as a step in meeting some of the goals of computer literacy education. A complex aspect of literacy is its effect on a person's intellectual functioning. A literate person can make use of a wider range of intellectual strategies than someone who is nonliterate. The concept of computer literacy goes beyond its common definition of a body of information primarily about computers, the way they work and are used, and their impact on society. Computer literacy has been divided into four distinct but interrelated categories: (1) the ability to control and program a computer to achieve a variety of personal, academic, and professional goals; (2) the ability to use a variety of preprogrammed computer applications in personal, academic, and professional contexts; (3) the ability to make use of ideas from the cultures surrounding computer programming and computer applications as a part of an individual's collection of strategies for information retrieval, communication, and problem solving; and (4) the ability to understand the growing economic, social, and psychological impact of computers on individuals and groups within our society and on society as a whole.

Abstract: 1. Introduct ion This paper describes my use of electronic mail in an undergraduate software engineering course at Rutgers University. The class was divided into seven small teams of three to five members each. Since I was employed full-time in industry, I was concerned about the time necessary to guide 26 students. In addition, the students involved were affiliated with five different colleges, and some were night students, others nonresidents. A way had to be found for this widely divergent group and me to communicate easily and quickly. My course's objective was to teach students a set of heuristics for designing programs and to offer them experience in team programming. Each of the seven teams worked on its own student-selected project. The projects were: (1) Adding a new set of formats to the PUB text formatting system. These would enable the PUB user [7] to specify the journal for which he /

Abstract: Although microcomputers will undoubtedly make a contribution to special education, educators face problems because of the poor quality of some of the available computer-assisted instruction (CAI) software and the limited supply of hardware. The primary contribution of computers may occur through other applications such as computer literacy and computer-managed instruction. The potential for inappropriate applications of the computer exists, and some special education pupils may suffer because of poorly conceptualized computer projects. Careful implementation of the strengths of computer technology is necessary. The existing research base should not be ignored in planning for the application of microcomputers in special education.

Abstract: In the November 1978 issue of Interfaces, the author wrote a column on decision support systems. Much has happened since then and the author shares some of his ideas. Sections presented are: —Seven vignettes related to DSS —What is DSS? —OR/MS methodology: The scientific method —Electronic models —The future.

Abstract: Publisher Summary This chapter discusses computer literacy as applicable to teachers in elementary and secondary schools. “Computer literacy” as a composite term is derived from the general term “literacy,” as applied to being able to read and write in a competent fashion, to do essential arithmetic, and to understand science in a general sense. The implication is that these tools are needed for a reasonable level of survival and participation in modern society. The computer is an excellent learning device and can be used to aid teachers and students in learning. Interactive computer programs, plus access to the computer, can provide a range of problem-solving possibilities not attainable in any other way. Each person can proceed at his or her own pace. The learning experience can be an active one, with the learner a participant rather than a spectator.

Abstract: Publisher Summary This chapter discusses the key components for a national computer literacy program. A computer-literate workforce is necessary to maintain the national defense of a country and to improve its national productivity. At the individual level, computer literacy enables participation in a knowledge society. To ensure equality of opportunity, all citizens must have access to these skills and tools. Following are the reasons for the need for computer literacy (1) the recognition that the concept of computer literacy is multifaceted; (2) the need for knowledgeable people who can create new tools and materials and to effectively use them; (3) the involvement of the home, workplace, community, and the school in creating a computer-literate society; (4) the presence of computers for instruction in all schools for all students; (5) the availability of a critical mass of high-quality curricula and courseware; and (6) continued innovation, research, and development to identify new opportunities for the use of computers. The term “computer literate” has many different definitions, many of which are a matter of perspective.

Abstract: With federal support decreasing, the funding responsibility for training teach ers falls primarily on state and local levels, and at present states differ in their degree of commitment. A recent survey in E lectronic Learning ( 1981) identifies Minnesota as a leader among the states because it is committed to providing inservice training for teachers, and has carried through on that commitment. Other states—Alaska, California, Dela ware, Florida, North Carolina, Penn sylvania, and Texas—have developed state policies concerning educational computing and are beginning to under stand that teacher training is a number one concern. No matter the commitment from each state, someone must coordinate funding efforts from the state level down to the \"grass roots\" support, such as that from PTA's and civic clubs. School systems and their administrators can show their commitment to teacher training for computer literacy by coordi nating funding efforts to:

Abstract: A survey on attitudes and perceptions toward computer technology was conducted among 464 teachers in five randomly chosen parishes in the State of Louisiana. Zn each parish one elementary school, one junior high or middle school, and one high school were randomly chosen. The sample included every teacher in each of the chosen schools. A total of 369 (79.5 percent) surveys were returned. The purposes of the study were to delineate, analyze, and document the reasons that teachers may avoid using computer technology. Lack of opportunity, lack of assistance, and lack of equipment and materials appeared to be the primary obstacles to teacher use of computers in schools. Findings included the following: (1) Teachers had generally positive attitudes toward computers. (2) A positive relationship appeared to exist between the educational degree possessed by a teacher and the perceptions the teacher had of computers. (3) Age, gender, teaching level, and teaching field did not appear . to be significant factors in the predisposition of teachers to learn about computers. (4) A significant relationship appeared to exist between perceptions of negative factors surrounding computers and perceptions of the usefulness of computers. (5) Sixty-three percent of the teachers wanted to learn about computers at their own paces, and over

Abstract: The advancing use of computers in society and the low cost of microelectronics has propelled the demand for microcomputers and computer literacy in the schools. The National Science Foundation (NSF) has calculated that elementary and secondary schools in the United States have more than 200,000 microcomputers at the present time. The NSF has also predicted that there will be more than one million microcomputers in classrooms by 1985. Increases in computer technology and in the utilization of computers in business and industry have begun to make educational leaders aware of the urgent need for computer literacy among our students (Gleason, 1981). The National Council of Teachers of Mathematics (NCTM, 1978) has included computer literacy as one of the ten basic skills which should be required in all mathematics programs. One of the most popular offerings for gifted students that

Abstract: Microcomputer technology creates a critical demand for computer literacy. It also provides new management techniques for school administration. This article addresses the use of microcomputers in special education management by discussing data collection and information management, the selection of microcomputer software and hardware, and the potential for computer-based special education management.

Abstract: The introduction of computer technology into the agricultural economics classroom is not a recent phenomenon. Babb and Eisgruber's 1966 book, Management Games for Teaching and Research, outlines the use of computerized management games for classroom applications. The computer has been a part of agricultural economics teaching activities for fifteen years in several schools across the United States. Why, then, this sudden increase in awareness and interest in the impact of computer technology in the profession? Three reasons come to mind. They are (a) the availability of computers, (b) the need and/or demand for computer skills by employers of agricultural economics students, and (c) increased computer capabilities for classroom activities.

Abstract: Publisher Summary This chapter explains techniques for increasing a layperson's view of computers and computer programming. It discusses the usefulness of five recommendations concerning the design of computer literacy curricula: (1) provide the learner with a concrete model of the computer; (2) encourage the learner to actively restate the new technical information in his or her own words; (3) assess the learner's existing intuitions about computer operation and try to build on them, or modify them, as needed; (4) provide the learner with methods for chunking statements into a larger, single, meaningful unit; and (5) provide the learner with methods for analyzing statements into smaller, meaningful parts. Each recommendation is concerned with increasing the meaningfulness of learning new computer information by novices. Information enters the human cognitive system from the outside and must go through the following steps: (1) reception, (2) availability, and (3) activation.

Abstract: The authors define computer equity as equal access to computer literacy for each person. It involves both awareness and action; it implies differing approaches to meet differing needs. Their concern is for the unmet needs of young women especially those in rural schools. many of whom continue to follow stereotyped role patterns that limit the definition of what a woman can become. While computer literacy is fast becoming a survival skill for a rapidly approaching future. many rural females remain basically unaware of the computer's impact on society and of its impact both present and potentialon their lives. This article describes persistent external and internal barriers regarding computer literacy that are limiting rural women. It outlines action that rural schools can take to eliminate these factors, thus providing more freedom for rural women to pursue the multiple life options that are beginning to open for their urban counterparts.

Abstract: In many circumstances, the use of computers and similar devices in the classroom may enhance teaching and learning. However there are other circumstances, such as small interactive seminars, in which individual use of, for example, laptop computers may interfere with the pedagogical model of the course. Except in cases in which a student has a registered and documented disability

Abstract: Publisher Summary This chapter focuses on computer literacy. It presents a broader informational context for the development of a curriculum. The curriculum is intended to address the varied needs for computer literacy for groups and individuals with different societal roles. Regardless of the term's ambiguous definition, there are a number of common threads representing the premises of the argument for computer literacy on a national scale. Computers are a major component of the work environment and they help solve problems and handle information, leading to the conclusion that all citizens should be computer literate. The sequence of topics and emphasis would vary contingent on need and interest. An information-handling curriculum focuses on three basic areas: (1) awareness of information impact, (2) generic knowledge of information handling, and (3) the specific knowledge and skills related to the use of computers.

Abstract: Much has already been written on beginning computer science courses; but what has been written has been about how to present programming concepts to students who are new to computer science, about structured programming and GOTO-less programming as well as about the contents of those beginning courses. Design and programming methodology is usually left for a specific course given to junior or senior students. Even though structured programming and some approaches to problem solving are taught, very often methodology is ignored or barely mentioned. And when students do take a course on systems design, the view of methodology they get is obscured by the usually bad habits they have developed during their studies and in their programming projects. This has left the universities open to criticism by industry for not producing people ready for work, or for producing people with bad working habits who have a hard time adjusting to the standards of established organizations. Efforts to remedy that problem have been sporadic, some teachers did introduce methodology in a beginning course, but only to see their efforts reduced to nothing for lack of follow-up.An experiment to integrate methodology into beginning courses has been made at UQAM where the number of computer science students (more than 900 students in two computer science programs) has made it absolutely necessary to give people good working habits so that the scarce computer resources are used in the most efficient way.