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There is a serious risk that the extra burden of adding instruction about microcomputers and software to regular elementary school curricula may turn off both teachers and students to the potential that microcomputers have for improving learning. To counter this risk, microcomputers should be integrated into the regular instructional program of elementary schools. This book is primarily intended for elementary school teachers who already have some experience with microcomputers but no expertise is assumed. Following an introduction to education with computers, many applications and issues are discussed, including: (1) programs for drill and practice; (2) tutorials; (3) games; (4) simulations; (5) computer error diagnosis; (6) instructional software evaluation; (7) programming; (8) problem solving; (9) word processing; (10) computer literacy; and (11) administrative uses of microcomputers. This publication contains 109 references. (CW)
Intended for upper elementary and secondary teachers in all subject areas, this guide provides practical advice on determining the appropriate application of computer technology and on the selection of specific, subject-related computer-based instruction units. Under the heading of hardware and software, topics discussed include communicating with a computer, computer size, getting and using user's programs, translators and programming languages, and the elements of a program. The computer is analyzed in terms of its uses as instructor, laboratory, calculator, object of instruction, and instructor's aide. The selection of computer-based instructional units is described from the beginning of the selection process through final decision making. Individual papers then focus on uses of the computer in the following specific areas: art education, business education, instruction for the deaf and hard of hearing, elementary school, language arts, mathematics curriculum and instruction, music education, physical education, secondary science, natural science, and the social sciences. "Keys to Recognizing General Purpose Languages," and some primary sources of computer-based instructional units, are appended. (LMM)
Teachers have the responsibility of helping all of their students construct the disposition and knowledge needed to live successfully in a complex and rapidly changing world. To meet the challenges of the 21st century, students will especially need mathematical power: a positive disposition toward mathematics (curiosity and self confidence), facility with the processes of mathematical inquiry (problem solving, reasoning and communicating), and well connected mathematical knowledge (an understanding of mathematical concepts, procedures and formulas). This guide seeks to help teachers achieve the capability to foster children's mathematical power - the ability to excite them about mathematics, help them see that it makes sense, and enable them to harness its might for solving everyday and extraordinary problems. The investigative approach attempts to foster mathematical power by making mathematics instruction process-based, understandable or relevant to the everyday life of students. Past efforts to reform mathematics instruction have focused on only one or two of these aims, whereas the investigative approach accomplishes all three. By teaching content in a purposeful context, an inquiry-based fashion, and a meaningful manner, this approach promotes chilren's mathematical learning in an interesting, thought-provoking and comprehensible way. This teaching guide is designed to help teachers appreciate the need for the investigative approach and to provide practical advice on how to make this approach happen in the classroom. It not only dispenses information, but also serves as a catalyst for exploring, conjecturing about, discussing and contemplating the teaching and learning of mathematics.
Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, k, p, e, i, s, t.
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