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When competing with mass media and other forms of information delivery, a verbal lecture does not have enough sensory impression. What students read in a passive framework is barely remembered, less so in pre-examination cramming. Weaker students have difficulties in reading, most notably with abstract and mathematical concepts. These problems are magnified in computer graphics, where mathematical expressions/structures and programming projects may prove too formidable. In this paper, active learning models are applied to computer graphics. Lectures are augmented in real time with student activities, inquiry-based reasoning, and other methods of initiating student contribution to the learning experience. This approach promotes a more comprehensive, deeper, and more memorable understanding of the theory, principles, and methodologies of computer graphics. A progression of such activities is presented as they are applied in the course. Six figures illustrate the text. Contains 14 references. (AEF)

Technological advances have increased opportunities for nursing education, affording increased collaboration among nursing faculties in teaching, practice, and research. In an era when nurses are in demand, technology may help the profession educate nurses, prepare future educators, and advance the science of nursing. Several factors should be addressed by schools and other stakeholders. First, superior distance education programs require a substantial financial investment. Second, planners should consider coordination, compatibility, and hardware upgrades for multi-site communications. Third, intellectual property, copyrights, and privacy are key issues in electronic media. Fourth, technology-mediated teaching can change the way teaching and learning take place. Lastly, distance education increases competition among institutions. An appendix outlines Guidelines for the Use of Distance Technology in Nursing Education. (HB)

The study reported in this paper argues for a process model of postsecondary instruction where reader-response literary theory in general, and L. Rosenblatt's transactional theory specifically, provides a theoretical framework for strategies which use computers to teach postsecondary English. The paper begins with an examination of the historical and theoretical basis of the relationship among various literary theories. The transactional computer-assisted model proposed in the paper reconciles approaches for teaching literature and teaching composition, while addressing questions about the roles of literary theory and computer technology in postsecondary classrooms. The defining characteristics of the model in the paper are that it is computer facilitated, process oriented, student centered, recursive, democratic, generative, and adaptable. The paper suggests strategies and experiences which allow students to consider a text as they might consider the world. The paper reports an application of the model in a computer-assisted postsecondary classroom and includes example lessons and student responses. Those who design postsecondary curricula, particularly those who teach postsecondary English, will find the model useful and timely, especially if they have a computer-assisted composition program in place. Contains 58 references and 14 figures illustrating sample computer screens and student responses. (RS)

This essay examines the future directions of university education in Europe, focusing on technology and the information revolution as the driving forces behind educational change. Whereas the mission of universities in the past was to accumulate, refine, and pass on knowledge, their new task is to educate and train people to manage and gain access to the universal data base of knowledge. Universities need to offer more options to their students, encourage broad rather than specialized education at the undergraduate level, and utilize new teaching methods, such as distance learning via interactive computer connection, to keep abreast of the explosion of knowledge and the rapid changes that societies are undergoing. The pioneering work of the British Open University in the use of distance learning and computer technology are discussed. The debate over student choice and intellectual property rights is also examined. (MDM)

This paper considers how the algebra curriculum in secondary mathematics might be reformulated by rethinking both the content of algebra and the approaches to teaching and learning algebraic concepts. It considers how the concept of function can be made a central theme of the algebra curriculum and further suggests that computer software, when designed properly and used with appropriate materials, can provide an opportunity for engaging students in significant mathematical inquiry. After a discussion of the multiple representations of the concept of function, several facets of curriculum innovation involving computers are presented. Some lessons learned from cognitive research involving students' interactions with a variety of graphically based software environments are given. Three examples of software tools growing out of research findings involving visual representations of functions are presented; they are: "The Function Supposer"; "The Function Comparator"; and "The Function Analyzer." Examples of classroom materials developed to engage students in problem-solving and problem-finding activities and to take advantage of new opportunities for learning and teaching made available by the new computer software are presented. Finally, new directions in software environments beyond visualization are explored. One of these, a tool called "controlled dynamic phenomena" is described as an approach that will be a catalyst for new intuitions and understandings of functions. (32 references) (MDH)

This document addresses issues concerning the development of innovative and performance-based methods to fund adult education, which was a recommendation in the 1989 California Strategic Plan for Adult Education. Specifically, it was recommended that funding policies and mechanisms be adjusted to allow and encourage "any-time, any-place, on-demand" instruction through: (1) the use of instructional technologies such as computer-assisted instruction and televised courses; (2) innovative and nontraditional educational methods such as tutoring and on-the-job training; and (3) collaborative programs. In addition, it was recommended that funding be linked to performance. Chapter 1 offers a history and summary of the recommendation and lists its objectives. Chapter 2 is a review of relevant literature. Chapter 3 covers issues surrounding the recommendation and options for its implementation. They include obtaining legislative authority to test models, adopting the independent study approach as a basis for nontraditional adult education, developing a cafeteria plan of reimbursement options, developing a statistically reliable model for measuring learner competencies, and using EduCard (the Adult Education Access Card, an educational recordkeeping and information system) to facilitate public-private and cross-agency ventures. Recommendations appear in Chapter 4. Chapter 5 summarizes the preceding chapters. (CML)

Asserting that advances in hardware technology have outstripped educators' anticipations and that software is the key to the successful use of computer hardware, this paper addresses developments in both hardware and software and discusses possible directions for computer use in education. The first section covers the physical attributes of computer hardware and describes changes in memory, operating systems, storage capacity, and input output devices between 1970 and 1985. The decrease in cost of computing power is also described. The paper then examines software developments and asserts that although improvement in instructional software is slow, it is real and can be expected to continue. Characteristics of software are divided into three categories--subject matter content, instructional process or pedagogy, and technical characteristics--and advances in each of the areas are examined. A nine-item bibliography is included. (THC)

Describes a four-part writing project that requires students to write about family memories and recent history, literature and folklore of their family heritage, migration patterns that brought their people to the United States, and their reflections on all of these areas. Shows how the project involves research, computer skills, and cooperation with family. (TB)

Six exploratory papers by different authors from both the corporate sector and the public school systems present several relevant perspectives on business/education collaboration. The first, by Dr. Marsha Levine (who also provides the introduction to the collection), suggests three analytic frameworks for planning and implementing public/private ventures: (1) interinstitutional collaboration, (2) public-private partnership, and (3) a systems approach, relating schools to external organizations. The second, by Maurice Leiter of the United Federation of Teachers, takes a pragmatic view of public and private entities' shared reliance on a prosperous economy. The third, by Larry Cuban, a former school superintendent, identifies conflicting interests in corporate involvement with public schools, balanced by a shared concern for developing students' problem-solving skills. Richard Caldwell, in the fourth paper, identifies legal barriers to corporate involvement in public schools, the most significant being the question of equitable distribution of corporate resources in educational aid. The corporate view is presented in the fifth and sixth papers by representatives, respectively, of Control Data Corporation (Marcia Appel and Susan Schilling) and AEtna Institute for Corporate Education (Badi Foster and David Rippey). The former sees computer-based education as requiring fundamental changes in the relationship among education, business, and government, while the latter describes AEtna's external programs and establishes criteria for collaboration: accommodation, reciprocity, standards, and communication. (TE)

Based on the premise that writing research will be useful to educators only to the extent that it offers them conceptual tools to use in framing and solving their own problems, this paper reviews studies that address educators' perennial concerns about writing instruction. Among the questions addressed in the paper are those concerning (1) the current status of writing instruction, (2) the difficulty of improving writing instruction, (3) what research says about writing instruction, (4) who is studying writing, (5) what researchers have learned, (6) what teachers know about the classroom as an environment for writing, (7) the uses of language in the classroom, (8) how classroom communication is related to learning, (9) the teachers' role in writing instruction and how they influence their students' writing, (10) the alternative roles teachers can play in writing instruction, (11) what lies ahead for writing instruction, (12) how computers are used in educational settings, and (13) how educators participate in using computers in the classroom. The paper concludes with an annotated list of 14 titles on writing instruction, theory and research, curriculum, and special needs of students, and a list of special issues of journals dealing with writing instruction. (HOD)

The use of the computer as an educational tool is examined in the two papers of this report. The first paper, "Taking Control of Educational Technology" by Bertram Bruce, considers what computers are and how they might be used productively in education. The paper notes that the biggest impact of computers may be in terms of the ways they contribute to the social organization of the classroom. The second paper, "Whose Computer Is Is Anyway?" by Sarah Michaels and Courtney Cazden, questions whether the use of computers in education will mitigate, maintain, or even increase existing inequalities, and points out that boys and students in wealthier school districts, for example, have more opportunities to work with computers and that there may also be socioeconomic status (SES) related differences in the kinds of instruction that students receive through computers. The paper argues that issues of fairness and general educational value should take precedence over existing social stereotypes and political barriers. (HOD)

The final paper in a series of 17 studies on new technologies in Canadian education, this report focuses on the issues raised throughout the earlier papers. It begins with a summary of the educational activities in the use of each technology in education, i.e., film, television, and videotape; radio and audiotape; computer technology; teleconferencing; videotex/Telidon; satellite technology; and videodisc technology. The statements and conclusions in this summary are based on information, examples, and comments contained in the first 16 papers. Also discussed are issues and concerns relating to the use of technology in teaching and learning; planning for the development of technology in education; and changes in education. Essays written by nine representatives from educational institutions to present a cross-section of issues, opinions, and research on how learning can be enhanced through the use of technology are then presented: (1) "Views on Technology in Canadian Education" (Joseph Koenig); (2) "Technology in Education for the Future" (Catherine Ann Cameron); (3) "Policy Issues Relating to Computer Use in Education" (Tom Rich); (4) "The CAI Dilemma" (Robert J. D. Jones); (5) "The Thorny Question of Software" (Louise Dubuc); (6) "Planning for Technological Changes in Postsecondary Institutions" (James A. Humphries); (7) "Educational Technology" (Denis Hlynka); (8) "Integration and Intelligence" (Michel Umbriaco); and (9) "New Connections between Technology and Education" (Sylvia Gold). Short biographies of the nine contributors are included. (DB)

This paper argues that recent developments in technology hold considerable promise for distance education. Audiocassettes, audiographics (the combining of natural sound, via the telephone or audiocassettes, with computer-generated graphics), videocassettes, and computer conferencing are used as examples to identify factors that should be considered in media selection, including access, costs, student control, teacher control, organization, teacher time, and teaching objectives. The use of the CYCLOPS audiographics system in distance tutorials of the Open University is highlighted. Difficulties in introducing these newer technologies into existing distance education systems are also discussed. Reasons for using the newer media in distance education are offered, including their potential for improving access to and providing variety in learning materials, their instructional strength, and their cost effectiveness. Twelve references are listed. (LMM)

In response to interest from the Higher Education Advisory Council and a mandate from the 1985 Minnesota Legislature, Higher Education Coordinating Board staff conducted a project with three major goals: (1) to assess and report on the uses of information technologies in Minnesota postsecondary education; (2) to initiate collaborative activities to share information and resources among systems; and (3) to provide opportunities for policymakers to review issues for policy development. The term information technologies was used to include all video, audio, and computer technologies used for instruction. The project included a survey of Minnesota's postsecondary institutions; discussion with informed persons on campuses, at system offices, state agencies, corporations, and state and national organizations; and a review of the pertinent literature. Analyses of the data indicate that the use of technology for instruction is at an early stage of development. The technologies are new to most potential users, and the capacity of the hardware (computers in particular) has far outpaced the availability of appropriate courseware for instruction. The use of information technology, however, is beginning to increase rapidly and will involve changes in instructional content, sequencing, and methodology. Students will have opportunities for more self-directed learning. During this period of change, it is recommended that the state encourage, support, and recognize efforts by systems and institutions to experiment with and develop new uses of information technology. This report provides background information and an executive summary as well as a detailed report of project activities and findings, with emphasis on the importance of information technology to the state's postsecondary education; the use of computer, video, and audio technologies in instruction; obstacles and issues involved in using these technologies; and implications for state policy. Seven recommendations resulting from the study are also presented together with statements of the rationale and impact of each. A glossary of terms, an outline of the requirements for funding a computer infrastructure in higher education, and a copy of the survey questionnaire are appended. (BBM)

This document is a policy paper that addresses the recommendations for project and staff development made in California's l989 Strategic Plan for Adult Education. Following an executive summary, chapter 1 summarizes the objectives and history of the strategic plan. Chapter 2 describes the relationship between the recommendations and the curriculum, covering: legal requirements, competency-based adult education, current Department of Education guidelines, project curriculum work, contributions of local agencies, future needs assessments, and the development of software appropriate for adults. Educational technology's potential impact on staff development is the subject of chapter 3. Chapter 4 provides information on staff development, including background, descriptions of federal projects in California, and other considerations. Chapter 5 explains proposals on staff development, curriculum, and educational technology and states priorities for a feasibility study. Chapter 6 briefly summarizes the earlier chapters. The appendices discuss exemplary adult education programs and selected grant projects at California community colleges. They also provide a glossary of computer and educational technology terms, a software review form, a case study, a self-study guide for adult basic education staff development, and a list of California's federally sponsored adult education projects. Three pages of references are provided. (CML)

Papers on children's services, which were presented at the 1983 International Federation of Library Associations (IFLA) conference, include: (1) "Education and Training of Children's Librarians: An Investigation" by Eva Glistrup (Denmark), which presents preliminary results from a 1982 survey of institutions in 30 countries (30% response rate) showing a general lack of adequate educational programs for children's librarianship; (2) "Annual Report of the Activities of the Section of Children's Libraries" by Genevieve Patte (France), which focuses on children's reading and library projects sponsored by IFLA in developing nations; (3) "Meet the Future with Video," in which A. M. Kylberg (Sweden) describes the widespread use of video recordings in Sweden and trial projects providing educational video programs for children and adults in public libraries; (4) "Informatique et Education avec le Langage LOGO (Information Technology and Education with the Computer Language LOGO)," in which Fatimata Sylla (Senegal) describes a pilot project conducted by the Senegalese Institute of Research in Mathematics and Applied Information Science to assess the psychological, pedagogical, sociological, and epistemological impact of LOGO and microcomputer usage on primary school children aged 8 to 11 years (paper in French); and (5) "Video and Youth Services in the Public Library," in which Emma Cohn (United States) discusses reasons for and methods of providing video services in public libraries and in educational systems, and describes specific examples from the United States and France. (ESR)

This paper introduces a rationale and format for the introduction of microcomputers into the classrooms of British Columbia on a cost-effective basis. The three purposes of the paper are (1) to briefly present the activities of the Minnesota Educational Computing Consortium (MECC); (2) to describe in general terms how British Columbia might benefit from the MECC experience through a particular adaptation to provincial needs; and (3) to encourage discussion among, and reaction from, the educational community. Descriptions of the background, operations, and specifications of hardware and software of MECC are followed by suggestions for the development of a similar service in British Columbia. The suggestions include a small scale adaptation to meet ten presently identified needs. The paper concludes with a request for reader reactions to add to J.E.M. (Joint Educational Management) Projects information on the viability of the suggested J.E.M. involvement, specification of school/district needs, identification of individuals who would be willing to share in the project, and identification of school districts which would consider first stage involvement. (CHC)

This paper describes how electronic spreadsheet simulators, originally designed to simulate and replace large paper worksheets used in accounting and financial planning, can be used to study and explore functional relationships among a number of parameters. As a way of providing a context for understanding this application of a spreadsheet template, a description of the use of electronic spreadsheets to enable students to conduct simulated microelectrode recording experiments is given. Also described is the use of spreadsheet simulators to let students explore the operation of models of hypothetical neural networks which underly such visual phenomena as induced color contrast. Student comments on the neural model simulations indicate that a pre-use discussion and post-use debriefing, in lecture or tutorial sessions, seem to enhance the effectiveness of the simulations; some limitations of the simulations can be compensated for by proper pre-use preparation and post-use debriefing; and many students feel they gain an enhanced depth and quality of understanding from the interactive learning and immediate feedback. (THC)

This document describes a software program, CREATE, which was developed at Drexel University to guide students in creating English compositions. A second program, ReCREATE, guides students in reading their finished papers and making global revisions. CREATE asks 20 questions that a teacher might ask a student in a pre-writing conference. Unlike the teacher, however, the program never tires of the repetitive interview: it offers encouraging words, urges the student to expand details while limiting the topic, and then provides a printed transcript which can be used to develop an outline if desired. ReCREATE asks 10 questions that are often overlooked because surface revision and cosmetic "prettiness" are so easily achieved with a computer. Questions in both programs can be tailored to the particular writing assignments. In addition to describing the benefits of these computer programs, the paper also discusses limitations of composition programs, e.g., the computer does not know if the student has responded intelligently. (THC)

The first paper, "Pupils--Panaceas and Pragmatism," provides background on computer-assisted instruction and national programs in Great Britain for introducing computers into the schools. The second paper (untitled) looks at the status of computers in education in Great Britain, the effects of the national curriculum on computer use, and some of the activities undertaken as part of a 5-year national program highlighting the uses of instructional technology in the curriculum. In examining problems and strategies related to the integration of the computer into the learning process, the third paper, "Provoking, Supporting, and Sustaining Classroom Change," focuses on the role of advisory teachers, i.e., teachers with curriculum expertise and training in instructional technology. (MES)

This summary of the Instructional Use of Microcomputers Scope Document dated February 22, 1980, outlines short-term plans for the educational use of microcomputers in British Columbia, indicates long-term possibilities, and describes current project activities. The project comprises two major phases: continued field liaison and research, and curriculum integration and development. Hardware is discussed in terms of educational uses, the context of application, urban or rural location, and educational level. The four-fold approach to software involves (1) the development of a standards manual for evaluation of courseware, (2) modification of courseware by JEM Research, (3) development of new programs, and (4) teachers developing their own programs. Inservice training for teachers will be provided, and the exchange of information concerning project efforts will take place through a newsletter and discussion papers. The integration and implementation of microcomputers into the provincial curriculum is described through a series of diagrams including a curriculum development model, an advisory structure, schedules for K-12 curriculum development and implementation, long-range development and assessment, implementation plans and sequence of development tasks, a production model of microcomputer-based courses, and the overall plan. The appendices include requirements analysis of available microcomputers and descriptions of authoring languages. (CHC)

Extensive commitment to the remedial "tracking approach" over many years by the City Colleges of Chicago has not produced the desired outcomes. The results of several studies indicate that: student achievement in remedial courses has not resulted in improved performance in regular college courses; student and institutional retention is very low; and enrollment in remedial courses has a highly adverse effect upon the student's self-concept. The results of various City Colleges of Chicago studies on "low ability students" employing more recent approaches to corrective learning indicate that: (1) in classes using the mastery learning concept, student achievement and retention are not only superior to those attained in remedial program efforts, but are generally higher than achievement and retention of students in the regular programs and courses taught in non-mastery fashion; (2) well-planned supportive materials and services can compensate for poor college preparation; and (3) cooperative staff and faculty efforts in improving the learning process can result in more successful college learning experiences for more college students. Thus, remediation does not have to come in the form of segregated remedial courses. (Author/MB)

In order to provide a framework for addressing computer literacy and program development considerations, this document discusses issues in computer implementation on higher education campuses and outlines a preliminary plan for Cedarville College to meet computer-related needs of faculty and students. The growth of the computer industry and the response of educational institutions is summarized, and the dilemmas caused by rapid technological advancements are examined. An analysis of problems involved in defining computer literacy concludes by suggesting a multi-level view of computer literacy as a means of addressing both student and faculty needs for computer-based education, as well as continuing a commitment to the liberal arts. Computer-based education, computer-managed instruction, and computer-assisted instruction are briefly explained. Program goals are identified and discussed from the perspective of both faculty and student computer literacy issues, and 10 initial educational objectives for computer-based education at Cedarville College are listed. A summary of current plans to meet the objectives describes new computer system purchases, development of an Academic Computer Center, and 10 parallel efforts to assure optimum use of the new system. Footnotes cite 23 sources. (LMM)

The pedagogical and theoretical questions raised by the notion of using microcomputers in the teaching of literature are covered in this report, rather than the current state of computer use in the classroom. In part, the report formulates basic premises that underly what teachers do in literature classrooms and asks what skills, concepts, and content are actually taught. It analyzes types of interaction between students and other students, texts, and instructors--delivered traditionally or through microcomputer--and the process by which students interpret literature. The report concludes that while microcomputers can serve as useful tools for college literature students, there is no real evidence that they can forward the core of the learning process--the process of interpretation--that defines the undergraduate study of literature. (CRH)

Research to develop a fifth generation of computers is underway in several countries. These computers, which will be distinguished by the ability to provide knowledge information processing and respond to natural language commands, will have a profound impact on the labor market and hence on further education. Rather than being a separate curriculum area, computer studies should increasingly underlie the teaching and learning of each subject area, offering a knowledge-based approach to computer literacy. The role and form of face-to-face teaching must be reassessed, and institutional amalgamations may be necessary to meet the new perceived needs. Staff development must be focused both on using the expanded capabilities of the new computers and on addressing their social implications. Colleges should have information technology development units to develop pertinent curricula and materials, introduce artificial intelligence to teachers, and collaborate with subject specialist teachers in introducing the applications of advanced information technology into their subject areas. Company involvement in collaborative projects should also be encouraged. (Appendixes to this report include a glossary, selected quotations dealing with fifth generation computers and their likely impact, an introduction to micro-PROLOG and Augmented PROLOG for Expert Systems--APES--and an annotated bibliography.) (MN)

Two uses of computers for teaching in distance education are compared and contrasted: systems based on structured, pre-programmed learning materials, or computer-assisted learning, where the learner communicates as if with the computer; and systems based on the communications functions of computers, or computer-mediated communications systems using electronic mail, conferencing, and databases to facilitate communication between teachers and students. It is argued that the two systems represent quite different educational philosophies, and for distance teaching at a higher education level, the communications mode offers a more appropriate, humanistic, and pragmatic route for further development. One figure supplements the text. (Author/EW)

The computer modem provides an inexpensive and simple method of teaching off-campus students. A speech communication course taught across a computer based distance learning system can provide students with a quality education if the course organization facilitates teaching, if assignments require students to demonstrate mastery of the material, and if interpersonal relationships develop. The professor should establish a master file for each student, with information and a place to record grades, as each assignment is completed. Project papers may be researched by the student on Compuserve, Internet, or America Online. Students should also be given a list of the speech communication journals available in their local university library, such as "Communication Education,""Quarterly Journal of Speech," etc. The assignments should be evaluated through specific questions about concepts, sources, documentation, and application of material. Teaching by computer requires many hours of interaction and assessment, more than in a traditional classroom. The interpersonal relationship between student and teacher can be enhanced by giving the student more feedback (both positive and negative) than usual on their assignments, by responding to e-mail in a friendly voice, and by grading assignments within 72 hours. And symbols can express emotions on the printed page. The professor should always respond professionally and never apologize for a correct evaluation. The computer modem can be a wonderful channel for education. (NKA)

This discussion of the use of information technology in adult education is divided into two main parts. The first asks the audience to think about ways in which adult education is being called upon to respond to the information technology revolution, and the second invites the audience to consider what adult educators should be doing up to the year 2000. Because views differ so significantly on this issue, the views are deliberately polarized into those of the optimists and those of the pessimists. The following topics are discussed: (1) teaching about the nature of information technology; (2) teaching adults to use information technology; (3) teaching scholastic and vocational subjects with the help of information technology; (4) optimists' views on future uses of information technology in adult education; (5) pessimists' views on problems involved in introducing information technology into adult education; and (6) the author's personal views on the future of information technology in adult education. (THC)

Describes a web site called Newsweb, an online newswire and resource center designed for high school journalists and their advisers. Explains what can be done at the site and lists its goals. (TB)

The purpose of this paper is to advance the argument that universities should move toward using distance education as rapidly and as fully as possible. The paper discusses three reasons to support the proposition: (1) Technological advances have brought us to a point that most of the university curriculum can be individualized and delivered via the Internet both easily and effectively. Bandwidth problems have been largely eliminated. Within the next two or three years the available bandwidth will be sufficient for full motion video at 30 frames per second, coupled with streaming sound. This will provide full multimedia potential; (2) Distance education is, in the long term, a more effective and efficient delivery system for colleges and universities than the traditional face-to-face models that are most commonly used. Development can be costly, but once the preparations are made, the same unit of instruction can be delivered multiple times with uniform quality. In addition, the Internet and related software can facilitate record keeping, including registration, grades, attendance, and billing; and (3) Distance education is far better for the learner than is the traditional model because it can provide truly individualized instruction, and 'just-in-time' delivery to a learner at any location. (Author/AEF)

This paper discusses how to create appropriate and well-planned learning activities for lower level, mostly adult, English-as-a-Second-Language students. The paper offers a step-by-step narrative on preparing a class to go to the computer lab, introducing them to and explaining the uses of basic computer components, and then leading them in a variety of very simple but pedagogically useful exercises. The point is made that many, if not most or even all, of these students cannot afford a computer at home, so that this may in and of itself be a useful exercise in acquainting them with this increasingly pervasive technology. Learning English is, of course, the top priority, but understanding and learning about the multiple uses of a computer is a close second. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

This paper describes the conceptual base for the development of a computer-based expert system. After reviewing developments in computer-based learning and experiments with computer-assisted learning in statistics, the paper describes the nature of expert systems and desired attributes of expert systems in statistics. An overview of proposed research projects to develop a computer-based expert system research outliner/statistical tutor is presented. Current progress, anticipated timelines and methodological concerns are provided. Two figures--The Changing Focus of Attention in Technology for Computer-Assisted Learning and System Delivery Tools--are included. (Contains 37 references.) (Author/ALF)

This paper argues that: (1) technology with its ability to individually tutor each child has rendered the blackboard classroom based on group teaching obsolete; (2) state leaders must provide the initiatives it will take for America to make the transition to the technology-driven classroom by the year 2000; and (3) a significant portion of the costs of this transition can be met through a partnership between states and the regulated utilities industry. Dynamics that occur in the computer classroom are noted, as well as some advantages of networked classrooms. A program established by a Maryland-based utility--Potomac Edison--is then described. This program has resulted in the establishment of partnerships with the departments of education in the utility's three-state service area--Virginia, Maryland, and West Virginia--and the placing of technology-based classrooms in the 23 school districts (mostly rural) served in these states. The "penny a day" financing that influenced the development of this project is described as an example of the relationship that can exist between states, business and industry, and schools. It is noted that Potomac Edison has also established a teacher training center at its corporate headquarters and equipped a mobile van with a 30-station classroom for training and demonstrations. The story of an eighth grade student's success in winning a CAD (computer-assisted design) state championship after studying in one of the schools participating in the program concludes the paper. (DB)

Vocabulary development is essential for a student to become a good reader. By learning new words in terms of meaning and use, the student can increase his/her listening, speaking, reading, and writing vocabularies. A student may increase vocabulary development when communicating informally with others or formally within a classroom setting. This paper discusses vocabulary development across the curriculum, particularly in social studies and in science. The paper lists the following steps in teaching vocabulary development: the new word should be printed neatly on the board; students should use the new word in a sentence contextually; the teacher needs to provide for individual differences; the teacher should observe how frequently a student uses a new concept meaningfully; students may assist others in vocabulary development; the teacher should observe that students are actively engaged in learning; students should be encouraged to raise questions when they do not understand what is being taught; and students should use self appraisal pertaining to growth in vocabulary knowledge and use. The paper cites 13 learning opportunities which aid students in vocabulary development, including reading aloud to students; engaging in storytelling; using dictionaries and glossaries; and participating at the speaking center. It considers computer-assisted instruction in vocabulary development, finding that it has a positive influence on a student's motivation, interest, and learning; and that computer-assisted reading instruction has been effective. (Contains 10 references.) (NKA)

This paper describes the design and implementation of an English as a Foreign Language (EFL) task-based module consistent with Skehan's information processing model of second language acquisition (1998) and with the framework for task design elaborated by Willis (1996), using the Internet as a primary source of language input. In settings where contact with native speakers is infrequent, and where English-language textbooks and materials are in short supply or are very costly, the Internet can provide a needed source of language input. However, learners of a foreign language need more than just exposure to input. They also need to be able to interact purposefully, and to be able to focus on both form and meaning, in order to drive forward their interlanguage development. The use of the Internet, therefore, must be accompanied by the kinds of tasks that will force learners into meaningful verbal interactions and at the same time invite reflection. It was with these considerations in mind that the author designed the module described in this paper. These are the considerations that guided the design of this module: advanced level language proficiency; legacy of focus on grammatical form; availability of Internet access; desire to learn more about English-speaking university students; and curiosity and concern about a proposed American Studies program. (AEF)

The building of community generally means the creation of stronger, better realized writing; it is a strong argument for classes in which students learn and use all the writing tasks and principles, from pre-writing to authoring, and learn to trust each other enough to become vulnerable since sharing implies vulnerability. The question of how to build a community becomes key when faculty are faced with the demand to utilize technology, regardless of the reason for the demand. This paper gives an overview of how the Internet can be used by teachers and students and discusses online classes offered over the Internet, especially college/university composition classes. The paper outlines and describes some online composition classes offered at Rogers State University in Oklahoma. It provides extensive illustrations to help explain the system and to show the possibilities for creating an online writing community in which the teaching/learning community develops and interacts much as that community would function on site. Contains numerous screen captures of Web sites. (Contains 26 references.) (NKA)

This paper first outlines the need for an application of Total Quality Management (TQM) principles to create a Total Quality Education (TQE) System. The paper then suggests that a combination of Competency Based Grading (CBG), Computer Aided Instruction (CAI), Business Internships (Externships) and their Merit/Demerit System for behavioral management would create an individualized educational format that lends itself readily to computer support and effectively integrates computer technologies into the educational process. Each of these elements that make up the "Dreadnought(R)" System are described, as well as an administration feature. The system is named after HMS Dreadnought, a 20th Century warship of superior design. The special considerations of school organization, politics, legal support, and community support for the program are discussed, followed by the implementation plan, consisting of a survey of existing systems, development of exams and software, installation, network configuration, teacher training, and final registration and orientation process. (AEF)

Teaching and learning in the traditional classroom continues to evolve in the presence of technological innovation. This paper highlights basic strategies in which the traditional classroom can be modified to involve students more actively in the teaching and learning process. One of the strategies outlined in this paper includes the incorporation of a class Web site, electronic mail, and/or a class mailing list. These technological devices aid in opening and increasing the lines of communication between students and the instructor. Another strategy includes requiring the use of presentation software and word processing applications, which in turn helps students gain additional technological skills, while overcoming a fear of using computers. Group and collaborative learning, another strategy for producing active student involvement, can be encouraged through student presentations of work to the class, written journals, course portfolios, and writing assignments. These group and collaborative learning experiences can enhance students' level of improvement in writing, critical thinking, and college survival skills. Using these strategies in course design can also assist students in overcoming their struggles with difficult course material. Finally, such course design strategies help to ensure that students are more actively engaged in the learning process. (KP)

This paper posits that when new technologies in education move beyond their initial stages of development, innovations in curriculum design, teaching strategies, and policies will be driven by the needs of students "at the margin," those for whom present technologies are least effective, students with disabilities, and that all students will be the beneficiaries of these innovations. After discussing the present assistive technologies and their benefits for students with disabilities, the future of universal design for learning is discussed. New technologies are highlighted that are changing our concept of the nature of learning, of media, of the learner, of teaching and learning, and of assessment. The paper concludes that the particular benefits for students with disabilities are that the new technologies will, by necessity, recognize both the reality and virtue of diversity. The technologies of the future will be more, not less, diverse, and they will engage many kinds of learners. It is predicted that the implicit goals of education will change from homogenization to diversification--identifying and fostering the inherent diversity among all students, identifying new kinds of learning, new kinds of teaching, and new kinds of success. (CR)

Traditional means of education and assessment will cease to exist as distance learning and on-line courses become more available to students. This paper looks at issues of e-content, e-grading, and e-assessment in the world of teaching English as a Foreign Language (EFL)/English as a Second Language (ESL). The paper further examines the process for designing and implementing on-line Web-based language courses for the Internet. Issues regarding content, design formats, and assessment are discussed, and suggestions are made for understanding how best to implement the theoretical and practical issues facing on-line learners, practitioners, and host institutions brokering or hosting cyber instruction. Current trends in the creation of on-line courses, with a focus on the area of foreign and second language learning, are explored. The paper argues that as educational technology moves closer towards eliminating the practices of traditional classroom teaching, on-line teaching and learning will become a more practical and viable solution to meeting learners' educational needs. (Author/AEF)

This paper discusses the teaching benefits of World Wide Web publishing by individual instructors. Community colleges are actively involved in the national push towards distance learning. Many faculty members at community colleges publish course materials on the Web as part of both distance and traditional courses. As a result, a new rhetorical situation has occurred with respect to course material. In traditional settings, course materials were designed to accompany verbal context. But Web-published materials must have explanatory information embedded, in order to ensure their usefulness to students. The public act of publishing on the Web requires the instructor to think more critically about pedagogy. Prior to distance learning, the primary inter-institutional exchange of ideas came at conferences. Web publishing has allowed for much greater exchange of ideas between instructors, and in much greater detail, than is generally offered at a conference. This exchange of ideas can be viewed as a professional cooperative work group similar to student learning groups in traditional classrooms. Another benefit of Web publishing for instructors is the ability to create a readily accessible professional portfolio or curriculum vitae. The paper concludes with the assertion that the trend of Web publishing will continue to grow among community college instructors and offer new contributions to the teaching profession. (RDG)

Educational technology can change the way children think, what they learn, and how they interact with peers and adults, or technology can teach the "same old stuff in the same old way." This paper examines computer use with young children and how computers can be used more effectively. The essay describes changes in the past decade in computer use, noting the increased number of preschools with computers, the drop in the ratio of students to computers, and increased concern over equity of access. The paper examines computer use in learning mathematics and science, and maintains that, although young children make significant gains using computer-assisted instruction software, technology should emphasize problem solving. Examples are given of programs allowing development of problem-solving skills. The essay then examines the computer's role in the home and preschool, suggesting that most children use classroom computers occasionally, mostly for drill-and-practice, although more early childhood teachers are selecting more open-ended programs. Children use instructional software even less at home, even if it is present, and far less often than games. Research suggests that computers are potential catalysts for social interaction and cognitive play, with children's interactions affected by the software being used. The paper considers changes in the adult's role as the nature of computer use has changed, and notes that with careful attention to establishing physical arrangements, giving assistance, selecting software programs, and enhancing learning, adults can optimize the computer's advantages. (Contains 45 references.) (KB)

This paper looks at the potential of the new electronic media of broadcast television (including teletext and interactive cable), the videodisc, and the microcomputer. It examines the nature and extent of these media as textual communication systems and considers their implications in terms of both the reading skills they demand, and the ways in which these skills may be acquired or facilitated. In particular, it focuses on how the video screen might be used graphically to assist its future users, and ways in which educators and others interested in the process of reading verbal materials may contribute to the development of both the text presented and the software designed to teach reading skills. The paper may interest not only teachers of these skills but also broadcasters, electronics hardware manufacturers, computer software producers, and others with interests in the development of literacy. A 40-item reference list is included. (THC)

This paper examines the controversial problem of the availability of and access to computers, training, and technology, and the availability of and access to all types of learners. Technologies must be designed with diverse learners in mind in order to fully realize their capacity and contribution to the field of education. If the need for universal access is ignored, technology will further exclude some learners. The paper suggests four principles of universal design for digital media: (1) allow for multiple representations of information; (2) provide for multiple means of expression and control; (3) provide customizable support and challenge; and (4) allow customizable content. The paper also describes the activities of the Center for Applied Special Technology (CAST) program, which is designed to ensure that computers do not create further barriers for the learners they are intended to assist, and that computer design and implementation address computers' potential for learners with disabilities and others who have been traditionally excluded. The CAST project assumes that adults who become successful learners will model the learning that fosters success in their children, and that use of early and pre-literacy software will support their children's emerging literacy. The project couples training of parents with the training of teachers. (Contains 30 references.) (SD)