Teaching instructional design in a computer literacy course

Knowledge of instructional design principles can help teachers integrate technology such as computers into their classroom instruction. This article describes a required computer literacy course for preservice teachers which was redesigned to include substantial components to teach instructional design. Also described are the results of a study conducted to examine the effectiveness of the instructional design training. End-of-course measures indicated that the preservice teachers learned the essential principles of instructional design and believed that the instruction would help them develop better lesson plans for effective use of computers in their classroom instruction.     

论计算机教育中数学素养的培养

通过数学在计算机发展和应用中的重要作用,论述了计算机教育中数学素养培养的必要性,并以此结合《算法设计与分析》课程的讲授提出了四种培养数学素养的途径,藉此以达到培养学生思维能力和自学能力的目的。     

Gender-related effects of computer and information literacy education

In the school year 1993-94 a new subject, Information and computer literacy' (ICL), was introduced in lower secondary education in the Netherlands. This article reports on a study of the effects of the curriculum materials used and of teaching behaviour in ICL lessons on changes in girls' and boys' attitudes towards computers, knowledge about ICL , and future plans. A second question focuses on the gender-linked ideas about the subject developed by pupils during ICL lessons. Students appear to enter the classroom with gender-linked patterns of behaviour and attitudes, but education plays an important role. After the course the differences in knowledge between girls and boys have diminished. However, the course was not able to remove gender differences in attitudes. Moreover, for students who worked with a non-genderinclusive method, gender differences in attitudes increased. The events and experiences in the classroom contribute to the extension of gender-specific repertoires of pupils.     

The effects of computer use in science and mathematics education upon the computer literacy of preservice elementary teachers

This study investigated the effects of computer use upon the computer literacy of preservice elementary teachers using two methods of instruction: computer assisted instruction in an earth science course and computer programming in a mathematics education course. Computer literacy was measured by the Minnesota Computer Literacy and Awareness Assessment (MCLAA). For each component of computer literacy, differences in group posttest scores were compared using an analysis of covariance with pretest scores used as the covariate. Pre- to posttest increases in scores for each group were also examined. The results indicated that the treatment given to the computer programming group had little or no effect upon the students' computer literacy, while the treatment given to the computer assisted instruction group had a significant effect upon the affective subscale of the MCLAA. A positive effect was also indicated on the cognitive subscale of the MCLAA. Thus, it appears that an effective method for improving preservice elementary teachers' computer literacy is to involve them in computer assisted instruction, possibly through a science course.     

Effectively integrating the computer to teach children with literacy difficulties

Abstract

Two case studies (a 6–8 year old girl and a 10–12 year old boy) are discussed. These will show structured, sustained multi‐sensory teaching, integrated where appropriate with a range of good educational software, for reading, writing and spelling, can enhance and optimize literacy learning as well as improving self‐esteem.

The importance of such students using software in the classroom is shown. If they are provided with this kind of programme they can look positively towards the future but without it (and currently too many do not have it) life is likely to be very hard indeed for them.     

在计算机基础课中实施信息素养教育的研究

基于信息素养现状的问卷调查,分析当前高职院校学生信息素养存在的问题,探索在高职院校计算机基础课中加强学生信息素养培养的新途径．     

Author On-Line: using asynchronous computer conferencing to support literacy

The Author-On-Line (AOL) project used asynchronous computer conferencing to support the teaching and learning of literacy with pupils aged 10–11 years from two schools, one in Northern Ireland and one in the Republic of Ireland. The AOL-APT Model presented here summarises the key components of the project: Author, Pedagogy and Technology (APT), each of which is examined in turn. This phase of the project focused on a novel that gave rise to an issues-based approach related to landmines. It began with pupils posting book reviews on the NINE web site (Northern Ireland Network for Education) and developed as they used its asynchronous conferencing system to engage in on-line discussion with their peers, with the author (as himself and in the assumed role of the main character) and with the Minister for International Development. The project, which provides a venue for online, social, situated learning, is ongoing, but it has allowed us to suggest salient elements of a possible framework for the future development of this and similar initiatives.     

计算机课堂教育有效性的新思维

随着计算机技术在工作及生活中的普及应用,计算机教育的目的已经不再是单纯的培养21世纪的人才,同时也是践行素质教育的重要内容。为了促进学生在走出校园后更好的利用信息技术进行创新,当下培养学生的创新思维能力就成为计算机课堂教学的重点。基于计算机课堂教学实践,文章从不同方面对如何提升计算机课堂教育有效性的新思维进行了重点而深入的分析。     

计算机语言教学方法的新思路

利用多媒体教学手段,提高教学效果。传统的教学媒体"语言 黑板 教材"注重抽象说理的作用,且以"听"或"视"的单一通道方式传送信息,难以达到预期的教学效果,而多媒体技术则以其声、光、电、色等多重元素,突出信     

French and soviet experiments in computer literacy: parallels and contrasts

The authors presented an earlier version of this paper at the AECT Annual Convention, Dallas, TX, February 4, 1989. J. Nicholls Eastmond is at Utah State University, Logan, UT 84322-2830 and Stephen T. Kerr, University of Washington, Seattle, Washington.     

新形势下的计算机机房管理

随着社会经济的发展,计算机网络环境复杂多变、计算机软硬件的更新换代迅速、计算机设备的不断增加及配置的多样化,对于机房管理者来说都是巨大的挑战。如何结合高校计算机实验教学的需求的变化,学生计算机水平的提高,调整计算机机房的管理思路和管理方法。作者结合自己的工作经验,从计算机设备的购置与升级换代策略,计算机机房管理的新方法,计算机机房管理的新思路三个方面,进行了总结与概括,提出了自己的看法和见解。