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Addressing the question of how computers can assist language development, this discussion paper presents a broad overview of the potential for computer use across the elementary school language arts curriculum. It begins by listing several questions that must be considered when assessing the usefulness of computers within the language curriculum, then offers language guidelines that can help answer these questions. The main section of the paper explores several classroom applications of the computer: motivational programs, simulations, adventure games, word processing, and data bases. The paper concludes with the observation that the computer has a great deal to offer to language learning and teaching in the elementary school. (HOD)

This booklet examines the current instructional uses of computers, their demands on teachers and teacher trainers, and the measures required to further promote their use. Five principal educational computer uses are addressed: (1) learning from computers in drill and practice and tutorial programs; (2) learning with computers using simulations and games; (3) learning about computers and their operation, or "computer literacy"; (4) promoting the ability to think through discovery, self-correction, and the combination of simple structures into more complex ones; and (5) managing learning with computers. It is recommended that educators develop school district computer guidelines and increase personal knowledge of the uses of computers through self-study, school workshops, and formal course work. A glossary, 7-item reference list, and a bibliography of 16 books, 10 journals, and 13 selected journal articles are included. (LMM)

Prepared by the manager of a virtual reality (VR) laboratory at North Carolina's Haywood Community College, the three papers collected in this document are designed to help instructors incorporate VR into their classes. The first paper reviews the characteristics of VR, defining it as a computer-generated simulation of a three-dimensional environment, the contents of which can be viewed and manipulated by users. This paper also discusses the range of immersion that users can feel in the environment and methods for achieving that immersion, methods for tracking user and environment position and orientation, VR input devices, the use of sound and tactile feedback, and professional applications of VR. The second paper describes the following steps in planning a VR system: (1) defining the desired application--including the level of immersion desired, viewing and input devices, and position and orientation tracking capabilities; (2) assessing institutional resources and capabilities; (3) choosing VR development software, taking into consideration geometry creation and editing, programming requirements, peripheral and network support, system requirements, and portability; and (4) selecting appropriate hardware to manage peripheral devices, such as graphics cards, head-mounted displays, and tracking devices. The final paper describes VR courses taught at HCC, reviews past projects, and discusses current and future VR development. A list of Web addresses for VR-related companies is attached. (BCY)

The purpose of this study was to use realistically simulated data to evaluate various CAT designs for use with the verbal reasoning measure of the Medical College Admissions Test (MCAT). Factors such as item pool depth, content constraints, and item formats often cause repeated adaptive administrations of an item at ability levels that are not matched to its difficulty, in which case the model-data misfit, if existing, might contribute to bias in examinees? final ability estimates since the data generated from the model might not represent the real response patterns of examinees. By incorporating the model-data misfit into adaptive testing simulations, this study introduced a simulation methodology in a real-world situation to address this important issue. The CAT simulations that were carried out suggested that measurement precision equivalent to the current paper-and-pencil MCAT Verbal Reasoning test could be achieved with a 32-item adaptive test based on the 2-PL or 3-PL models. Although the 2-PL and 3-PL simulations made slightly less uniform use of the item pools, the differences between these models and the 1-PL model were surprisingly small. The results showed that when there was considerable amount of model data misfit, the model-based simulations gave smaller CSEMs at certain ability levels, which are misleading. The empirically-based simulations provided a more reliable way of evaluating a CAT design before it's implementation. An administration of a 2-PL CAT with reliability comparable to P&P reliability using almost half the P&P test length is a very positive finding of the study. The use of a 2-PL instead of a 3-PL model is recommended because of the simplicity of the 2-PL model. (Contains 37 tables.) [This paper was also presented at the Graduate Student Research Panel of American Association of Medical Colleges (Washington, DC, October 11, 2002). Research finalized in 2004.]

Digital information can be lost for a variety of reasons, including magnetic decay, format and device obsolescence, human or system error, among many others. A solution is to build an archival repository, a system capable of storing and preserving digital objects as technologies and organizations evolve. Designing an archival repository is a complex task because there are many alternative configurations, each with different reliability levels and costs. This paper studies the costs involved in an archival repository and introduces a design framework for evaluating alternatives and choosing the best configuration in terms of reliability and cost. The paper also presents a new version of the simulation tool, ArchSim/C, that aids in the decision process. The design framework and the usage of ArchSim/C are illustrated with a case study of a hypothetical (yet realistic) archival repository shared between two universities. (Contains 12 references.) (Author/AEF)

Examples of the use of computer simulations in two undergraduate courses, (American Foreign Policy and Introduction to International Politics), and a faculty computer literacy course on simulations and artificial intelligence, are provided in this compilation of various instructional items. A list of computer simulations available for various mainframes and microcomputers provides information on software titles, appropriate hardware, vendors, and prices under the following headings: heads of state, nuclear war, conventional programs, submarine and naval, guerilla war, arms races, colonial war, ecological and environmental, elections and social choice, and miscellaneous. A list of vendor addresses and telephone numbers is followed by a copy of a handout given to students who were asked to use simulations in an Introduction to International Politics course. A course outline for a faculty computer literacy course on simulation and artificial intelligence concludes the paper. (LH)

The use of computers in the classroom has been touted as an important innovation in education. This article features some recently developed software for use in teaching psychology and different approaches to classroom computer use. Uses of software packages for psychological research designs are included as are applications and limitations of computerized teaching tools. Advantages and disadvantages of word processing and statistics packages are described, and applications and recommendations for software use are presented. Two software programs which were specifically designed for instruction are reviewed. Psychworld, written for an introductory psychology class, is a fourteen set package involving a combination of graphics and text. Basic Electrophysiology is a home grown program for advanced students, consisting of a series of programs aimed at teaching the student how nerve action potential occurs. Basic Electrophysiology is to be used on an individual basis, whereas some Psychworld modules could be used for large audiences. Since many people are developing excellent software but not marketing it, a Clearinghouse for Teaching/Learning Activities in Psychology has been established at the University of Southern Indiana (Evansville) to encourage the use of computer-oriented teaching aids. Using software for teaching and learning processes requires the instructor to assess student needs and software quality. Increasingly student needs and wants can be met by appropriate hardware and software. Figures from Basic Electrophysiology, a listing of areas of psychology software developed for personal use, and an appendix which list programs written as teaching tools are included. (APG)

This paper discusses four areas in the psychology literature that have important implications for the instructional design of microcomputer-based simulations. The first one examined is cognitive structures, and the following suggestions for instructional design are offered: simulations should be appropriate for students' level of understanding; simulations should correspond to the actual systems portrayed; the simulation should contain the essential components of the entity it is simulating; the level of detail should be appropriate for the learner; and simulations should be logical and meaningful to students. Suggestions in the area of cognitive and metacognitive strategies are that the simulation should encourage strategies other than drill and practice, support knowledge construction activities, promote concern for cognitive goals, and encourage examination and employment of existing knowledge. In the third area, automaticity of cognitive processes, the following are suggested: make consistent features of the simulated task overt, make the student an active participant, ensure success, strive for stress-free conditions, and isolate automatic components. The final area is affect or motivational appeal, and clear goals, uncertain outcomes, a non-zero based scoring system, competitive situations, and stimulation of curiosity are suggested. (21 references) (MES)

Virtual reality is an immersive, interactive medium that manipulates the senses in order provide users with simulated experiences in computer-generated worlds. The visual design of virtual reality is an important issue, but literature has tended to stress the medium's instructional potential rather than setting forth a protocol for designing virtual environments. Furthermore, virtual reality is often considered a solution in search of a problem instead of a viable instructional tool. To counteract this notion, a study of technology designers, media experts, and instructional designers was conducted to share ideas and generate data regarding what constitutes an Instructional Virtual Environment (IVE), when one should be used, how best to design one, who should be involved in the design process, and how to evaluate one. Three rounds of Delphi surveys were administered by electronic mail, resulting in expert consensus on several points. Virtual reality (VR) is defined by the computer-mediated experiences it provides, and while it must be interactive, it does not require full immersion. VR should be used in educational situations requiring experience in particular settings, especially to present spatial or abstract information because of the advantages of sensorial feedback. The design of IVEs should consider constructivist learning principles, require a high level of user interaction, and support mastery learning. The design process should involve multi-disciplinary teams, including instructional designers, subject matter experts, end users, computer experts, ergonomic specialists, and artists. Finally, evaluators should study IVEs very thoroughly, examining all aspects of the environment and using many different methods. Qualitative data, focus groups, and comparative analysis are recommended directions for future study. (Contains 29 references.) (BEW)

Monte Carlo simulation is a computer modeling procedure for mimicking observations on a random variable. A random number generator is used in generating the outcome for the events that are being modeled. The simulation can be used to obtain results that otherwise require extensive testing or complicated computations. This paper describes how Monte Carlo simulation can be done using LOTUS 1-2-3 and HyperCard for use as an instructional tool in the classroom. Ten figures illustrate various aspects of the simulation. (Author/BBM)

There is a lot of educational software on the market, but little of it can be said to be revolutionary. Despite all the talk about education and computers, the educational software revolution has yet to begin. All educational software can be placed in categories of games (edutainment), simulations, reference software, and tutorials. Choosing excellent software is also complicated by the buzzwords that current advertisers use, including multimedia, edutainment, interactivity, CD-ROM, and graphics. Beyond these buzzwords, there are some real criteria for excellent software as follows: (1) symbolic graphics; (2) adaptability; (3) student control; (4) the medium matched to the content; (5) relational content; (6) hierarchy of instruction; (7) thorough treatment of the content; (8) knowledge of results (feedback); and (9) predictable results. The production of excellent software requires a technology (in the sense of techniques or methods, rather than devices) that includes knowledge representation, instructional design, and media application. (SLD)

This paper discusses two software packages used in kinematics courses at Purdue University, Calumet (Indiana) and some algorithms written by students for cam design. The first software package, 4BAR, requires the user to define the particular four bar linkage in terms of lengths of the individual links and the angle and distance to the coupler point. Once the linkage has been defined, the user is free to select different options which will analyze various aspects of the linkage. The options are as follows: (1) coupler curve point; (2) table of output; (3) transmission angle; (4) animation; (5) position; (6) velocity; and (7) acceleration. The second software package, CADAM, allows the user to test the motion of a mechanism to verify that it works as designed. The program allows the user to construct and modify mechanisms, delete existing linkages, animate the motion of the mechanism, and display the motion coordinates of the mechanism on a graph or table. Figures and graphs are included to show some of the capabilities of both software packages. A sample of a computer project in which students were asked to write a computer program that could calculate and generate a cam profile is also included. The problem statement and a diagram that were part of the assignment and a computer program (in both BASIC and FORTRAN programing languages) are also provided. (KR)

Hardware for computer-assisted learning is discussed in three papers. Two papers report on projects using computer graphics, one for teaching structural analysis to university students and the other to teach graph concepts at the secondary level. Guidelines for selecting microcomputers focus on analyzing applications and matching them with available systems. (BBM)

This paper describes the use of interactive, Physlet[R]-based curricular material designed to help students learn concepts of thermodynamics with a particular focus on the use of kinetic theory models. These exercises help students visualize ideal gas particle dynamics and engine cycles, make concrete connections between mechanics and thermodynamics, and develop a conceptual framework for problem solving. Examples of curricular material from thermodynamics will be presented as well as the Web address for its download. (Contains 7 figures and 7 footnotes.)

Intended for journalism school instructors and administrators as they make decisions about purchasing computers to help teach graphics and typology, this guide discusses seven areas of weakness in journalism curricula and ways in which schools should prepare themselves for new technologies. The introduction first discusses WYSIWYG--"what you see is what you get"--which refers to students' ability to create and see exactly what a finished product will look like. Next, the guide describes those systems that have worked at the Florida A&M University School of Journalism, the new computers on the market, and the Macintosh Lab at Florida A&M. The bibliography lists periodicals specializing in computers and books about publication graphics and personal publishing. Attachments provide (1) printouts from a system using a Koala Pad with a Commodore 64 computer, a disk drive, a Tymac interface, and an Okidata 93 printer; (2) examples of classwork done by students with a normal coldtype system and work done using a Macintosh with a laser printer; (3) a photocopied reduction of a newspaper printed on a laser printer; and (4) an example of the use of Knight Ridder Graphics network at a school newspaper. (SRT)

This discussion of the use of microcomputers to simulate complex situations for classroom use describes the advantages of using simulations, including their adaptability to many subject areas and content fields, their power to explain complex concepts, and their ability to provide variations for individual users. As an example, seven objectives that were important to social studies teachers before the advent of computers are identified, including strategies (new experiences, new sources of information), content (facts and concepts), skills (inquiry and social interaction), and attitude. It is pointed out that simulations can accomplish all of these objectives except the strategy of investigating new sources of information. It is suggested that teachers who wish to develop simulations for their students must select an appropriate event, which requires careful consideration of the relationships involved, the terminology to be used, the adaptability of the event for graphic or textual representation by a microcomputer, and the characteristics of the intended learners. A sample simulation program is briefly described, and an example is given of programming in BASIC which allows inputs while the program is operating and the graphics display is being generated. The BASIC commands for this routine are listed and explained. Teachers who wish to develop their own simulations are advised to consider these conditions, and the use of the BASIC programming technique is advocated as a means of developing a more varied, active simulation. Seven references are listed. (DJR)

Microcomputers can be used with simulation software to provide students both with experience in the "real world" of decision making and feedback on the decisions made. Such software allows individual students to choose the roles they wish to play from a menu of diverse roles and provides alternatives for them to consider for each decision to be made. The emphasis in simulation decision-making tends to be on the quality of the decision rather than right or wrong answers, i.e., some decisions are better than others. Simulation software for the classroom should be free of grammatical errors; provide students with the opportunity to respond frequently to stimuli; and be at the students' level of understanding. Teachers need to be knowledgeable about the subject matter, sequence of presentation, and the response students should make to the programs; be good managers of student time devoted to simulation usage; and utilize simulation programs with other instructional materials. Objectives for student achievement should address understandings, skills, and attitudes. Some educators recommend that teachers develop their own simulation programs; however, quality software is becoming more available, and the commitment of time and energy involved in software development are important considerations for teachers. A list of factors involved in the effective use of simulated materials to assist students in achieving higher cognitive level objectives concludes this paper. A sample software evaluation form is included. (RP)

This CD-ROM consists of simulation software that allows students to conduct countless experiments using 20 Java simulators and curriculum units that explore light and color, forces and motion, sound and waves, static electricity and magnetism, current electricity, the nature of matter, and a unit on underpinnings. Setups can be designed by the user to reinforce any physics curriculum, particularly those that emphasize conceptual understanding. Students can use the simulators to explore physics ideas for themselves. The curriculum units provide the user with hundreds of activities that utilize the physics simulators. Each activity is designed to help students develop valid and robust ideas in physics and physical science. Units are comprised of carefully sequenced sets of laboratory/discussion activities embedded in a student-oriented pedagogy. Students use pre-set simulators that complement and extend the lab experiments. Teacher guides and the option to choose computer-based or paper and pencil versions are included. Tutorials show how to design and structure the program for the teacher and the student's specific needs. Students can record their progress using electronic notes and can label, save, and print their experiments. (SAH)

Design of computer circuits used to be a pencil and paper task followed by laboratory tests, but logic circuit design can now be done in half the time as the engineer accesses a program which simulates the behavior of real digital circuits, and does all the wiring and testing on his computer screen. A simulated laboratory in digital logic has been proposed at the University of Louisville (Kentucky) in order to provide students, who presently do not have access to such software tools and workstations because of their expense and complexity, with a simplified and easy-to-learn digital logic design program that runs on an inexpensive microcomputer. This laboratory will provide students with experience with modern techniques and equipment, the opportunity to design the complex circuitry this equipment makes possible, and the opportunity to learn how to deal with the timing problems so common in complex digital circuits. The logic simulator program, Robot Odyssey I, has been acquired and a laboratory manual written. Evaluation of the laboratory and design of suitable measurements of student mastery of behavioral objectives are still needed. The course proposal and syllabus serve as an introduction to the laboratory manual, which makes up the major part of this report. (MES)