DOCUMENT RESUME BD 093 294 IR 000 776 TITLE Computers in Education Resource Handbook. Second Printing (With Revisions and Additions). INSTITUTION Oregon Univ., Eugene. Dept. of Computer Science. PUB DATE Jun 74 NOTE 508p. AVAILABLE FROM Department of Computer Science, University of Oregon, Eugene, Oregon 97403 ($10.00 plus $0.50 shipping and handling) EDRS PRICE MF-$0.90 HC-$24.60 PLUS POSTAGE DESCRIPTORS *Computer Oriented Programs; Computer Programs; *Computers; Computer Science; *Computer Science Education; Data Processing; *Education; *Educational Equipment; Educational Technology; Electronic Data Processing; Programing; Resource Guides; Time Sharing IDENTIFIERS University of Oregon ABSTRACT A lack of comprehensive up-to-date textbooks designed specifically for use in the computers in the education field motivated the development of this resource handbook. There are major sections entitled: computers in education; teaching about computers; the computer as an aid to learning; the computer as a teacher; the computer as a classroom management tool; administrative uses of computers; computing facilities; computers in special education; computers in research; and inservice training. Each chapter begins with an introductory overview and concludes with a section of abstracts of relevant articles. There are extensive lists of additional information sources, including books, periodicals, nonprint materials, people, and institutions.(WDR) Suggested Price $10.00 (NJ 1 aN EOM - Dal& proussini 03MVIRS IN ET.IICATIll FOSIIRCE HANT130 cacti. To not cor,,Ae)or _ Dept. of Computer Science University of Oregon Eugene, Oregon97403 Copyright (d)1973 First Printing, Sept. 1973 Second Printing (with ra- viniona and additions) Juno 1974 0 en-t- 'Jr\ CI (11/:l'efC:r PRE l'Acl Alihough the field (II' computers in education has been growing rapidly tor many years, it is still in its infancy. Especially at the public schoollevel (grades E-l2) little has been done relative to what will oceur in the next two decades. Relatively few public school teachers or admin- istrators are comfortable with comnuters, little good curriculum materials exist, and few schools have adequate plans for or,lerly exploitation of their growing computer capability.. because of the size of the computers in education field, and its rapid growth, it is nearly impossible for one individual to encompass the area. The idea underlying this Handbook is that a number of people, work- ing closely together and following a coordinated plan, can complete a task too largo for a single individual. The writers of this Handbook are teach- ers and administrators who are involved in studying, teaching, and using computers in education. Their total knowledge and experience far exceeds that of any single individual. With minor exceptions the entire contents of this Handbook were written during Summer, 1973. The ultimate goal of this Handbook is to improve the quality of educa- tion available to students. The Handbook itself contains some sections directed lust at school administrators, some sections directed at teachers, and a number of sections of general interest to the student of the field of comouters in education. Chapter. I gives a more detailed discussion of the purpose of this Handbook, and contains abstracts of each section. It i eXeected that the reader will use the Table of Contents and Chapter i to find the sections of the Handbook he may wish to study in detail. Most of the Handbook presupposes some knoWledge of the computer field. The reader with little or no knowledge of computers should read Chapter II before delving into subsequent parts of the book. It is expected that this Handbook will he substantially revised during the coming year, and probably republished during 1974. Readers with sug- gestions for corrections, additions, or deletions should contact David Moursund, Dept. of Computer Science, University of Oregon, Eugene, Oregon 174(13. September 1973 The first nrintino of the Handbook sold out comer than expected. It was therefore decided to do a modest amount of revision and to produce a second edition sooner than originally planned. Some material, deemed to he of lesser value, has been deleted in order to allow the addition of a sob- stantial amount of new material. of narticular interest is the addition of Chanter 9: Computers in Special Education. Substantial changes have also been made to Chapter 3. June 1974 ACKNOWLEDGEMENTS This Handbook was conceived during conversations between Mike Dunlap and David Moursund in the fall of 1972. It is a logical outgrowth of curriculum matecials development project'] iv a number of rUtional licionce Eoundation supported institutes in computer science that have been run by Moursund, and a Computers in Education year long course taught by Dunlap during 1972-73. Much of the early planning for this Handbook was carried out by Dunlap and Moursund, assisted by various members of the Curriculum Taskgroup of the Oregon Council for Computer Education (OCCE) . OCCE also helped to underwrite part of the costs involved in preparation sf the manuscript. Each contributor to the Handbook is an educator interested in appl i- rnti.ons of computer technology to the field of educatiOn. A nurhnr of the contributors have had many years of experience in using coMputers in edu- cation. '(:) a large extent each section of the Handbook has a single author, or a small number of authors. In that case the authors are iden- tified at the beginning of the section. A substantial amount of the work to produce the Handbook was carried out by educators participating in the :curse (.:;507 (Computers in the Curriculum) given during the f3 weel'. 1973 ession at the University of Oregon. The wrifing of materials for the Handbook was a major activity of this course. The following people each made substantial contributions to this Handbook: Ed Anderson--Ed led the group working on the ADMINISTRATIVE USES OF COMPHTEM chapte , and served as editor for that chapter. Cliff BurnsCliff spelled out the format to be used for abstracts of related publications and supervised the preparation and classification of these abstracts. He also contributed to several sections of the Handbook. Curtis CookCurtis served co-leader and co-editor for the chapter on TEACHING ABOUT COMPUTERS. Mike Dunlap- -Mike contributed substantially in the planning, writing, and editing of the entire Handbook. David Moursund--Dave contributed substantially in the planning and writing of this Handbook, and served as overall editor. Jan Toursund- -Jan served as copy editor for a large part of theHand- book (especially the Abstracts), and co-authoredone section. typing of many rough drafts plus the typing of the entirefinal copy of this Handbook was carried out by Barbara Demezas and BarbaraPlatz Turin August 13, 1'..373 to September 12, 1973. This effort wore out two dozen 1H carbon ribbons, wore down twenty fingers, andwore thin tl.n) (previously) good working relations betweenDavid Moursund and the two Parbaras. CONTENTS PREFACE ACKNOWLEDGEMENTS CHAPTER I INTRODUCTION Section I.A. Purpose of the Handbook **Section I.B. Section Summaries CHAPTER II COMPUTERS IN EDUCATION Section II.A Technical Overview Section II.B Glossary Section II.0 Overview of Computers in Education Section II.D Why Use Computers in Education? Section II.E Abstracts of Articles CHAPTER III TEACHING ABOUT COMPUTERS Section III,A Overview Faction III.B Computer Literacy Section III.0 Goals in Teaching Computer Programming Section ITI.D Uses of CARDIAC Section III.E What Makes A Good Programming Example Section III.F Stenwise Refinement, Structured Progratminq, and BASIC Section III.G Computer Science in the High School Curriculum Section III.H Computer. Science at the collego and University Level Section III.I Computer Science in High School Section IiI.J Computing on a Shoe String Section III.K Abstracts of Articles CHAPTER IV THE COMPUTER AS AN AID TO LEARNING Section 1V.A Overview Section IV.B Simulation Section IV.0 Packaged Programs Section IV.D Information Retrieval Section IV.E Computers and Junior High School ilztilematics Section IV.F Student-Written Programs for Problem Solving Section IV.G Abstracts of Articles CHAPTER V THE COMPUTER AS A TEACIIF.R Section V.A Overview of CAI Section V.B Computer Assisted Instruction: Some Current Lit- erature Section V.0 Three Computer Assisted Instruction Systems Section V.D Abstracts of Articles **Note that Section I.B consists of brief abstracts of each sectionof this Handbook. CHAPTER VI THE COMPUTER AS A CLASSROOM MANAGEMENT TOOL Section VI.A ,verview of Computer Managed Instruction Section VI.B Abstracts of Articles CHAPTER VII ADMINISTRATIVE USES OF COMPUTERS Section VII.A Administrative Uses of Computers Section VII.B Administrative Workshops Section VII.0 Abstracts of Articles CHAPTER VIII COMPUTING FACILITIES Section VIII.A Overview Section VIII.B Acquiring a Computing Facility Section VIII.0 Some Hardware and Software Considerations Section VIII.D The Terminal Facility Section VIII.E Operating a Small Computing Facility Section VTII.F Components of a Quality Computing Service Section VIII.G Distributed and National Networks Section VIII.H Abstracts of Articles CHAPTER IX COMPUTERS IN SPECIAL EDUCATION CHAPTER X SURVEYS Section X.A Abstracts of Surveys CHAPTER XI COMPUTERS IN RESEARCH Section XI.A Overview CHAPTER XII INSERVICE TRAINING Section XII.A Overview Section XII.B A Teacher Training Course Section XII.0 Abstracts of Articles CHAPTER XIII SOURCES OF ADDITIONAL INFORMATION Section XIII.A Books Section XIII.B Periodicals Section XIII.0 Non-print Materials Section XIII.D Places to Visit Section XIII.E Key People Section XIII.F Major Computer-Education Projects I.A.1 CHAPTER I ITYTRIffrffiT7g SEcTION h; Purpose and Rationale of the Handbook The computer is an exceedingly valuable tool in the field ofeduca- tion; its misuse, however, may contribute toa decrease in the quality of educatien in the United States. The computer will be used properly or mis- used, depending primarily upon the knowledge teachers and school adminis- trators have in the area of computers in education.