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Start Over Author "Marcus, Stephen" Topic computer assisted instruction
10 results on '"Marcus, Stephen"'

2. What Are HyperCard? (Part 4).

Author

Marcus, Stephen

Abstract

Discusses, in part four of a series on HyperCard, the general issue of innovation as it relates to HyperCard, and presents some of the "savvy" regarding HyperCard that has developed in the course of its use in the classroom and in teacher training. (SR)

Published
1990

3. Computers and the Teaching of Writing: Variations on a Theme.

Author

Marcus, Stephen

Abstract

Software for computer assisted instruction in writing (CAI/writing) can be described in terms of "generations." The earliest (because easiest) application of computers to writing instruction was in the area of drill and practice. By focusing on one or another element of basic skills, well-designed drill and practice software provides instruction that takes advantage of the computer's capacity for presenting information in a compelling and interactive way while keeping track of students' progress. Second generation software--or writer aids--refers to software that focuses on one or another stage of the composing process: prewriting, writing, or rewriting. This generation, in addition to including prewriting programs and using word processors, provides programs that will analyze the surface features of the students' text and give feedback on such dimensions as the degree of sexist language, jargon, or imprecise diction. Third generation software includes integrated author systems. In addition to these more traditional approaches, there is the growing availability of telecommunications networks that provide students with the opportunity to write to others, get responses, and get real responses from real readers. The field of CAI/writing is fortunate in that it has plenty of good models to choose from in the instructional arena. (HOD)

Published
1984

4. Computers in Thinking, Writing, and Literature.

Author

Marcus, Stephen

Abstract

Gender, race, and socioeconomic status are important factors in the experience students have with computers before they reach college classrooms, and these experiences establish the foundation for student and faculty attitudes toward computers. English teachers' attitudes toward computers can be considered in the context of the thinking process model analogous to the writing process: the degree to which teachers' attitudes have resulted from prethinking rather than rethinking of facts, fears, and intuitions reflects humanities writers' and teachers' ambivalent relationships with technology. Historically, computer assisted instruction in writing has ranged from early single-activity drill-and-practice software to the notion of "idea processors." There are now numerous applications for computer assisted instruction in literature: tutorials, word processing activities, data base courseware, creative writing software, and interactive fiction. Attitudes toward this changing technology need to be reexamined. Teachers' prethinking, thinking, and rethinking will be a major force in making the most of current technology and students' preconceptions. (HOD)

Published
1985

5. Compupoem: A Computer-Assisted Writing Activity.

Author

Marcus, Stephen

Abstract

Describes a simple computer game for writing poetry. Notes the advantages and limitations of such computer assisted English instruction. (RL)

Published
1982

6. Computers and English: Future Tense . . . Future Perfect?

Author

Marcus, Stephen

Abstract

First of a two-part series identifying probable changes in English instruction resulting from technology's impact on society and schools. Predicts consequences of interactive reading and writing software, style checkers, teacher-monitored networks in electronic writing labs, computer generated texts, and desktop publishing. (JG)

Published
1987

7. Computers and English (Part II): Future Tense . . . Future Perfect?

Author

Marcus, Stephen

Abstract

Second of a two-part series that identifies probable changes in English instruction resulting from technology's impact on society and schools. Provides a review of five books recommended for considering the source, nature, and direction of trends in hardware, software, and "neural netware," or brains. Reports questions used by researchers on this subject. (JG)

Published
1987

8. The Muse and the Machine: A Computers and Poetry Project.

Author

Marcus, Stephen

Abstract

"Compupoem" is a program that helps students write poems, emphasizes process/product, and encourages divergent problem-solving. A description of the program, sample student session, and an example of a completed poem are provided. The Computers and Poetry Project which produces elementary/secondary-level, interactive poetry-writing activities is also described. (JN)

Published
1983

9. Useful Hoopla: Technology and Multiculturalism.

Author

Marcus, Stephen

Abstract

Considers how issues surrounding multicultural education are relevant to the use and role of technology in education. Discusses ways that educators are helping enhance and transform the experiences of the increasingly complex modern day classrooms through technology. (HB)

Published
1993

10. Getting On-Line: Computers and Writing Instruction.

Author

Marcus, Stephen

Abstract

Discusses the use of computers and word processing programs in two-year college writing instruction. Compares levels of student use of word processing in writing tasks. Reviews factors to be considered in evaluating software. (DMM)

Published
1987

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