Source: https://catalog.uttyler.edu/cgi-bin/koha/opac-detail.pl?biblionumber=998288
Timestamp: 2019-04-21 16:31:02+00:00

Document:
Computer Literacy : Issues and Directions For 1985.
Contributor(s): Anderson, Ronald E | Hunter, Beverly.
Front Cover -- Computer Literacy -- Copyright Page -- Table of Contents -- Dedication -- CONTRIBUTORS -- PREFACE -- ACKNOWLEDGMENTS -- SECTION I: PERSPECTIVES ON COMPUTER LITERACY -- CHAPTER 1. KEY COMPONENTS FOR A NATIONAL COMPUTER LITERACY PROGRAM -- REFERENCES -- CHAPTER 2. NATIONAL COMPUTER LITERACY, 1980 -- REFERENCES -- CHAPTER 3. ON THE DEVELOPMENT OF AN INFORMATION HANDLING CURRICULUM: COMPUTER LITERACY, A DYNAMIC CONCEPT -- I. CURRENT PROBLEMS -- II. VARIETIES OF NEED -- III. MARKET VS. NATIONAL NEED -- IV. PROPOSED CURRICULUM -- V. EVOLVING CULTURE -- REFERENCES -- CHAPTER 4. COMPUTER LITERACY: 1949-1979 -- CHAPTER 5. AUDIENCE COMMENTARY -- SECTION II: DEFINITIONS AND REQUIREMENTS FOR COMPUTER LITERACY -- CHAPTER 6. EDUCATION FOR CITIZENSHIP IN A COMPUTER-BASED SOCIETY -- I. THE IMPACT OF COMPUTERS ON PEOPLE'S LIVES -- II. WHAT SHOULD THE TERM "COMPUTER LITERACY" MEAN? -- III. PUBLIC EDUCATION AND COMPUTER LITERACY -- IV. SOME ISSUES IN PLANNING FOR COMPUTER LITERACY EDUCATION -- V. INVESTIGATING THE SCHOOL AS A MICROCOSM OF SOCIETY -- REFERENCES -- DISCUSSANT REMARKS -- NARRATIVE -- CHAPTER 7. PERSONAL COMPUTING FOR ELEMENTARY AND SECONDARY SCHOOL STUDENTS -- I. PERSONAL COMPUTING -- II. PERSONAL COMPUTING: A FORMAT FOR EXPLORATION -- III. COMPUTER ASSISTED INSTRUCTION -- IV. AN AID TO PROBLEM SOLVING -- V. LEARNING COMPUTER AND INFORMATION SCIENCE -- VI. COMPUTERIZED ENTERTAINMENT -- VII. FINAL REMARKS -- REFERENCES -- DISCUSSANT REMARKS -- NARRATIVE -- CHAPTER 8. COMPUTER LITERACY FOR TEACHERS -- I. THE CENTRAL PROBLEM -- II. THE COMPUTER AS A VEHICLE FOR COMPUTER LITERACY FOR TEACHERS -- III. LITERACY DETAILS -- IV. CONCLUSIONS -- ACKNOWLEDGMENTS -- DISCUSSANT REMARKS -- NARRATIVE -- DISCUSSANT REMARKS -- NARRATIVE -- AUTHOR REBUTTAL -- AUDIENCE COMMENTARY -- WORKING GROUP I: COMPUTER LITERACY FOR TEACHERS AND SCHOOL ADMINISTRATORS.
WORKING GROUP V: ETHICS AND VALUES FOR COMPUTER LITERACY -- SECTION III: COGNITIVE RESEARCH AND SOLVING PROBLEMS USING THE COMPUTER -- CHAPTER 9. CONTRIBUTIONS OF COGNITIVE SCIENCE AND RELATED RESEARCH IN LEARNING TO THE DESIGN OF COMPUTER LITERACY CURRICULA -- I. USE CONCRETE MODELS -- II. ENCOURAGE LEARNERS TO "PUT IT IN THEIR OWN WORDS" -- III. ASSESS AND BUILD ON LEARNERS' INTUITIONS -- IV. PROVIDE TRAINING IN CHUNKING -- V. PROVIDING TRAINING IN ANALYSIS OF STATEMENTS -- VI. CONCLUSION -- REFERENCES -- DISCUSSANT REMARKS -- NARRATIVE -- DISCUSSANT REMARKS -- NARRATIVE -- REFERENCES -- CHAPTER 10. DOES COMPUTER PROGRAMMING ENHANCE PROBLEM SOLVING ABILITY? SOME POSITIVE EVIDENCE ON ALGEBRA WORD PROBLEMS -- I. INTRODUCTION -- II. EXPERIMENTS WITH WORD PROBLEMS IN A TRADITIONAL ALGEBRAIC SETTING -- III. INTERPRETATION OF ALGEBRA EXPERIMENTS -- IV. COMPUTER PROGRAMS VS. ALGEBRAIC EQUATIONS: EXPERIMENTAL RESULTS -- V. WHY A PROGRAMMING CONTEXT DECREASES REVERSAL ERRORS: SOME HYPOTHESES -- VI. IMPLICATIONS FOR EDUCATION -- VII. CONCLUDING REMARKS -- REFERENCES -- DISCUSSANT REMARKS -- NARRATIVE -- REFERENCES -- DISCUSSANT REMARKS -- NARRATIVE -- AUTHOR REBUTTAL -- CHAPTER 11. AUDIENCE COMMENTARY -- CHAPTER 12. WORKING GROUP II: DEVELOPMENTAL SEQUENCE OF COMPUTER LITERACY FOR GRADES K-12 -- SECTION IV: COMPUTER LITERACY AND CURRICULUM DEVELOPMENT -- CHAPTER 13. THE MINNESOTA EDUCATIONAL COMPUTING CONSORTIUM (MECC) PROJECT ON COMPUTER LITERACY INSTRUCTIONAL MODULES (CLIM) -- I. INDIVIDUALIZATION -- II. EXPERIENTIAL LEARNING -- III. CURRICULUM INTEGRATION -- IV. HIERARCHY OF INSTRUCTION -- V. COST -- VI. TEACHER READINESS -- VII. STUDENT READINESS -- VIII. THE COMPUTER ENVIRONMENT -- CONCLUSION -- CHAPTER 14. COMPUTER LITERACY CURRICULUM FOR GRADES K-8 -- I. LIMITATIONS AND PROBLEMS TO THIS APPROACH.
CHAPTER 15. COMPUTER LITERACY AND THE MATHEMATICS CURRICULUM -- CHAPTER 16. COMPUTER LITERACY IN THE SOCIAL STUDIES CLASSROOM -- CHAPTER 17. GETTING COMPUTER LITERACY INTO THE PRE-COLLEGE CURRICULUM IN SCIENCE -- CHAPTER 18. COMPUTER LITERACY: 1985 -- I. COMPUTER LITERACY: A DEFINITION -- II. INSTRUCTIONAL COMPUTING: 1985 -- III. COMPUTER LITERACY GUIDES -- IV. SUMMARY -- SUGGESTED READINGS -- CHAPTER 19. WORKING GROUP III: COMPUTER LITERACY LEARNING MATERIALS FOR GRADES K-8 -- CHAPTER 20. WORKING GROUP IV: COMPUTER LITERACY LEARNING MATERIALS FOR GRADES 7-12 -- CHAPTER 21. WORKING GROUP VII: COMPUTER LITERACY IN THE MATHEMATICS CURRICULA -- CHAPTER 22. WORKING GROUP VIII: COMPUTER LITERACY IN THE SCIENCE CURRICULA -- CHAPTER 23. WORKING GROUP IX: COMPUTER LITERACY IN THE SOCIAL STUDIES CURRICULA -- SECTION V: ALTERNATIVE POLICIES AND IMPLEMENTATION OF GOALS FOR COMPUTER LITERACY DURING THE NEXT FIVE YEARS -- CHAPTER 24. NATIONAL GOALS AND STRATEGIES FOR COMPUTER LITERACY -- CHAPTER 25. A NATIONAL COMMITMENT TO COMPUTER LITERACY -- CHAPTER 26. PLURALYSIS IN/OF THE COMPUTER LITERACY MOVEMENT -- I. NATIONAL STRATEGIES -- CHAPTER 27. NATIONAL GOALS FOR COMPUTER LITERACY -- I. INTRODUCTION -- II. SOME DEFINITE GOALS -- III. CONCLUSION -- CHAPTER 28. AUDIENCE COMMENTARY -- CHAPTER 29. WORKING GROUP VI: NATIONAL STRATEGIES FOR IMPLEMENTING COMPUTER LITERACY -- SECTION VI: SUMMARY OF THE CONFERENCE -- CHAPTER 30. SUMMARY OF THE CONFERENCE -- CHAPTER 31. PARTICIPANTS.
Summary: Computer Literacy: Issues and Directions for 1985 is based on a conference entitled "National Goals for Computer Literacy in 1985", held in Reston, Virginia, on December 18-20, 1980, under the auspices of the National Science Foundation. The conference provided a forum for discussing views on computer literacy, as well as methods for infusion of computer-related objectives and activities into existing curricula for different age levels. Issues and barriers to developing national goals for achieving a computer-literate society in the United States are also examined. Comprised of 31 chapters, this book begins by presenting four major approaches to a perspective on computer literacy: impact of computer literacy on the citizenry; major national components of a computer literacy program; development of an information handling curriculum for an evolving computer literacy concept; and a 30-year historical overview of "computer events in three strands" (research/development/technology, education, and social/political institutional). The next section considers the definitions and requirements of computer literacy as they impact society, students, and teachers. The use of the computer in cognitive research and in problem solving is also discussed, together with curriculum development in computer literacy. This monograph will be of interest to students, teachers, school administrators, and educational policymakers.
Computer Literacy: Issues and Directions for 1985 is based on a conference entitled "National Goals for Computer Literacy in 1985", held in Reston, Virginia, on December 18-20, 1980, under the auspices of the National Science Foundation. The conference provided a forum for discussing views on computer literacy, as well as methods for infusion of computer-related objectives and activities into existing curricula for different age levels. Issues and barriers to developing national goals for achieving a computer-literate society in the United States are also examined. Comprised of 31 chapters, this book begins by presenting four major approaches to a perspective on computer literacy: impact of computer literacy on the citizenry; major national components of a computer literacy program; development of an information handling curriculum for an evolving computer literacy concept; and a 30-year historical overview of "computer events in three strands" (research/development/technology, education, and social/political institutional). The next section considers the definitions and requirements of computer literacy as they impact society, students, and teachers. The use of the computer in cognitive research and in problem solving is also discussed, together with curriculum development in computer literacy. This monograph will be of interest to students, teachers, school administrators, and educational policymakers.

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