----------------------------------------------------ERIC RIE------------------- ERIC Number: ED207802 TITLE(s): Final Report of the Brookline LOGO Project, Part III: Profiles of Individual Student's Work. Artificial Intelligence Memo No. 546. Description: Duplicate of ED 196 424. ----1 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED207801 TITLE(s): Final Report of the Brookline LOGO Project, Part II: Project Summary and Data Analysis. Artificial Intelligence Memo No. 545. Description: Duplicate of ED 196 423. ----2 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED360935 AUTHOR(s): Rogers, Julia S. TITLE(s): Learning and Grade Orientation of College Students: A Longitudinal Study. AIR 1993 Annual Forum Paper. ERIC Issue: RIEJAN94 Date: May 93 Description: 25p.; Paper presented at the Annual Forum of the Association for Institutional Research (33rd, Chicago, IL, May 16-19, 1993). Pub. Type: Information Analyses - State of the Art Reports - Research/Technical Speeches, Conference Papers Abstract: This study used LOGO II, an instrument designed to assess students' learning and grade orientations, with a freshman class and again 4 to 5 years later when the same students (N=174) were seniors at the University of Montevallo (Alabama). To determine if there were differential effects for different majors, the data were disaggregated by major. Results of the study indicated no increase in learning orientation over the college years. For grade orientation there was no significant interaction between major studied and class level. Although LOGO II did not show an increase in learning orientation from freshman to senior year for this sample, it did identify differences in learning orientation for different majors, suggesting that students may self-select into majors that reflect their own attitudes toward learning. The grade orientation scale revealed an interaction between major area and changes in grade orientation, with students in some majors showing substantial increases in grade orientation and those in other majors showing decreases or staying the same. Contains 24 references. (GLR) Geogr. source: U.S.; Alabama Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Administrators Researchers Practitioners ----3 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED364195 AUTHOR(s): McAllister, Alan TITLE(s): Representing the Programming Process: Goal Structures and Action Sequences in LOGO Programming. ERIC Issue: RIEAPR94 Date: 13 Apr 93 Description: 37p.; Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: This study developed representations of the LOGO programming process which provide the basis for strategy analyses and a new perspective on problem solving in complex, semantically rich task environments such as LOGO. Nine students, ages 10 to 14, who had been identified as gifted and had previous programming experience, were trained in the rudiments of LOGO. The focus of the analysis was the performance of the students on three tasks which involved graphics, word-and-list, and interactive game programming. Software tools were developed to collect and analyze the subjects' interactions with the computer while programming. The product of the analysis was a problem behavior graph which plots the programmer's path through the two problem spaces involved in LOGO programming. These graphs are the basis for identification of the programmers' strategies. Three different layers of strategies were exhibited: top-down design strategies, depth-first component base strategies, and subsidiary search and debugging strategies. The model elaborated through the strategy analysis highlights the role of the task environment in supporting the students' problem solving, and it calls into question views concerning the relationship between strategies and knowledge and the way in which goals direct the problem solving process. An illustration of an analysis of the stages in collecting and analyzing the programming process is appended. (Contains 25 references.) (Author/KRN) Geogr. source: Canada; Ontario Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. ----4 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED357549 AUTHOR(s): Young, Eileen Boyle Kerr, April TITLE(s): Using Computers in Summer Fun in the City. ERIC Issue: RIEOCT93 Date: Mar 93 Description: 7p. Pub. Type: Reports - Descriptive - Program/Project descriptions Guides/Methods/Techniques - Non-classroom Use Abstract: Summer Fun in the City was a pilot inclusion project of the Council for Retarded Citizens of Jefferson County, Kentucky. It was a 2-week recreational educational program for students, ages 7 to 14, with diverse abilities and disabilities. One component of the program was the use of computers, with children using LogoWriter as their tool. The program's teachers, who were simultaneously enrolled in a graduate education course, reviewed research on the use of Logo with special needs students, learned how to use LogoWriter and Macintosh computers as learning tools, and learned how to use computers as an integral part of the curriculum. Students were divided into small integrated groups to complete individual and small group writing and drawing activities. Computer activities were integrated into the curriculum by having students use the computers to create name badges to wear on field trips, draw and label scenes seen on field trips, and compose thank you letters to field trip hosts. (JDD) Geogr. source: U.S.; Kentucky Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Practitioners ----5 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED365301 AUTHOR(s): Wiebe, James H. TITLE(s): Computer Tools and Problem Solving in Mathematics. Using Technology in the Classroom Series. ERIC Issue: RIEMAY94 Date: 93 Description: 241p.; For related volumes, see IR 016 475-478. Pub. Type: Book Abstract: This book demonstrates, for teachers at all levels, applications of technology tools for the effective learning and teaching of mathematical skills and concepts as suggested by the National Council of Teachers of Mathematics (NCTM). It focuses on the use of general-purpose computer tools in the mathematics classroom, with an emphasis on problem solving. The first chapter introduces general-purpose computer software tools, mathematical problem-solving, and strategies for using computer tools to enhance the problem-solving process. The next five chapters discuss in detail the use of each of the following types of tools in the mathematics classroom: (1) spreadsheets; (2) data base programs; (3) word processors, desktop publishing programs, and graphics packages; (4) the Logo programming language; and (5) the BASIC programing language. The final chapter is an overview of the use of other technology, such as calculators and video. Each chapter contains activities, a bibliography, discussion questions, and two or more supplementary articles written by other authors that relate to the topics discussed in the chapter. (KRN) Geogr. source: U.S.; California Not available from EDRS. Document Not Available from EDRS. Franklin, Beedle & Associates, Inc., 8536 S.W. St. Helens Drive, Suite D, Wilsonville, OR 97070 ($19.95). Report/ISSN: ISBN-0-938661-36-1 Target aud.: Teachers Practitioners ----6 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED366332 AUTHOR(s): Watt, Daniel Lynn, Ed. Watt, Molly Lynn, Ed. TITLE(s): New Paradigms in Classroom Research on Logo Learning. ERIC Issue: RIEJUN94 Date: 93 Description: 136p. Pub. Type: Collected works - General Abstract: The research reported in this monograph was conducted by university researchers and classroom teachers who investigated real teaching issues. Each study is a low-budget or no-budget collaborative research project that focuses on effective teaching and on learning and assessment of Logo in classrooms. The studies are concerned with small numbers of students in specific learning environments. The purpose is to understand, interpret, and improve learning. In addition to the preface and introduction, the book is divided into two major sections. The preface is titled, "Preface: New Paradigms in Classroom Research on Computer-Based Learning and Teaching" (Andrew Molnar). The introduction is titled, "Introduction: New Paradigms in Classroom Research on Logo Learning" (Daniel Lynn Watt, Molly Lynn Watt, and Graham Ferres). The first section is headed "Cognitive Outcomes of Logo Learning." This section includes the following research studies: "Making a Case for the Learning Culture as the Focus of Classroom Research on Logo" (Jim Dunne); "Domain Knowledge, Cognitive Styles, and Problem Solving: A Qualitative Study of Student Approaches to Logo Programming" (Karen Swan); "Creating a Successful Learning Environment with Second and Third Graders, Their Parents, and LEGO/Logo" (Irene Hall and Paula Hooper); "Researching for Effective Strategies of Teaching Variables to a Fourth-Grade Logo Class" (Donna N. Rosenberg); and "The Effect of One Logo Learning Environment on Students' Cognitive Abilities" (Karen Wilburg and Maria T. Fernandez). The second section is headed, "Logo Learning in a Social Context." This section includes the following research studies: "Bridging the Gender Gap with LEGO TC Logo" (Donna Cutler-Landsman); "Increasing Cooperative Behaviors in an Urban Middle School Classroom" (Patricia Rowe); "A Magnifying Glass Has Two Sides: Observing the Effects of Collaborating on Two Research Collaborators" (J. Dale Burnett and Warren Toth); and "An Action Research Collaborative from a Leader's Perspective" (Nan Youngerman). Most of the papers include references. (TMK) Geogr. source: U.S.; Massachusetts Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. International Society for Technology in Education, 1787 Agate Street, Eugene, OR 97403-1923. Report/ISSN: ISBN-1-56484-041-7 ----7 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED364201 AUTHOR(s): Papert, Seymour TITLE(s): The Children's Machine: Rethinking School in the Age of the Computer. ERIC Issue: RIEAPR94 Date: 93 Description: 241p. Pub. Type: Book Abstract: Seymour Papert, who holds the Lego Chair for Learning Research at the Massachusetts Institute of Technology, looks back over a decade during which American schools acquired more than three million computers and assesses progress and resistance to progress. Stories about visionary teachers who have used computers to enrich learning provide a glimpse of this potential, but school as an institution has resisted. Technology should not be an add-on to a preconceived system of education. The book is particularly critical of the schools' way of isolating the computer in a separate room where computer literacy becomes just another subject or using computer-aided instruction as a new technology for teaching the same old curriculum. In the proposed vision, the computer will be as much part of all learning as the pencil and the book have been in the past. With the new computer-based media, children will master areas of knowledge that are now inaccessible. Self-directed work will allow an unprecedented diversity of learning styles and opportunity for students to learn to take charge of their own learning. (Contains 16 references.) (KRN) Geogr. source: U.S.; New York Not available from EDRS. Document Not Available from EDRS. BasicBooks, 10 East 53rd St., New York, NY 10022-5299 ($22.50). Report/ISSN: ISBN-0-465-01830-0 ----8 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED364203 AUTHOR(s): Rowe, Helga A. H. And Others TITLE(s): Learning with Personal Computers: Issues, Observations and Perspectives. ERIC Issue: RIEAPR94 Date: 93 Description: 334p. Pub. Type: Book Abstract: This book is about learning and teaching with personal computers. It is aimed at teachers, student teachers, those responsible for pre-service and in-service teacher training, school administrators, and parents. The book is arranged in four sections. Part I includes two chapters providing a theoretical framework for learning and teaching with computers. Part II contains three chapters that advocate that students regard computers as a natural and integral part of their lives. The concept of computer literacy is discussed, suggestions are made for integrating the computer into the existing curriculum, the acquisition of computer knowledge and skills is explored from the view of the teacher and the classroom culture, and questions of assessment and evaluation are raised. Part III provides the bulk of information resulting from an empirical study of 115 sixth and seventh grade students with their own laptop computers. Findings of the study include characteristics of learning with laptops, individual differences in attitudes and learning, and gender differences. Part IV deals with issues relating to the professional development of teachers who are teaching students with computers and makes some suggestions about the contribution of teachers to the evaluation and development of educational software. Forms and guidelines for evaluating courseware are included. (Contains 350 references.) (KRN) Geogr. source: Australia; Victoria Not available from EDRS. Document Not Available from EDRS. Australian Council for Educational Research, Ltd., 9 Frederick Street, P.O. Box 210, Hawthorn, Victoria, Australia 3122. Report/ISSN: ISBN-0-86431-129-X Target aud.: Administrators Teachers Practitioners ----9 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED348005 AUTHOR(s): Knupfer, Nancy Nelson Clark, Barbara I. TITLE(s): Tessellating with Logo: Effects on Visual Literacy. ERIC Issue: RIEDEC92 Date: Feb 92 Description: 12p.; In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology and Sponsored by the Research and Theory Division; see IR 015 706. Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: This investigation of the potential of a Logo environment to develop visual literacy skills in elementary school students focused on the recognition of Escher-type geometric constructions by second and sixth grade students. Four research questions were addressed: (1) whether students can use higher-order and creative thinking skills in using computers to create mathematical tessellations and art; (2) whether they can create Escher-like tessellations using Logo; (3) whether this enhances their visual literacy and visual perception; and (4) whether they can transfer that knowledge when looking at the prints of M. C. Escher and describe the more obvious figures and underlying geometrical shapes within Escher's prints. The treatment group was made up of 110 second and sixth grade students, most of whom had not been exposed to Logo, and the control group numbered 126 students in the two grades. A pretest and posttest were conducted using Escher prints. No significant differences in figure and geometric shape identification were found among the student groups on the pretest. Students in the experimental group used LogoWriter (LCSI) to practice creating and tessellating shapes following an introductory paper and pencil exercise, and additional information on Escher was made available to them. Analyses of the final data showed that sixth grade students identified significantly more shapes than did second grade students, and those in the treatment groups identified more shapes than those in the control groups. Further, the older students who received the treatment identified the most geometric shapes. Based upon the observed performance and the generally positive attitude of the students, along with the changes in their ability to see geometric constructions with a piece of artwork, it is concluded that using Logo can be helpful in promoting visual-spatial awareness. (9 references) (BBM) Geogr. source: U.S.; Kansas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ---10 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED362414 AUTHOR(s): Nevile, Liddy, Ed. TITLE(s): Logo and Mathematics Education LME5. Proceedings of the Annual Conference (5th, Lake Tinaroo, Queensland, Australia, April 1-5, 1991). ERIC Issue: RIEFEB94 Date: 92 Description: 182p. Pub. Type: Collected works - Proceedings Abstract: Logo programming language was conceived 25 years ago, but in the 10 years since it has made its way out of the laboratory, research has not clarified the role of Logo in education. A conference on Logo and mathematics focused on mathematical and educational issues, rather than on technical issues related to changes in hardware and Logo software. The 12 chapters in these proceedings are presented in 4 sections: Building Microworlds; Social and Cultural Dimensions; Thinking Recursively, and Challenging the Curriculum. The chapters are: (1) "LEGO and Logo: Time and space" (J. Cesar); (2) "A study of how to integrate technology and curriculum" (A. J. Dawson and D. Bell); (3) "Reaching for the stars" (D. Williams); (4) The design of Logo microworlds" (D. Pratt); (5) "Playing with LEGO/Logo: School definitions of work and play and their influence on learning behaviour" (K. Crawford); (6) "Logo as a framework for collaborative learning" (B. W. McMillan); (7) "Mindstorms plus one--and counting" (R. Noss); (8) "What makes recursion hard" (E. P. Goldenberg); (9) "Structure and process microviews: Partial understandings of recursion in Logo programming" (A. McDougall); (10) "Matrices without recursion" (B. Harvey); (11) "Integrating Logo into the secondary mathematics curriculum" (B. Horton); and (12) "Teachers: Jewels in the crown of learning with Logo" (T. Jones). Notes from the discussion groups are included. (MDH) Geogr. source: Australia; Victoria Not available from EDRS. Document Not Available from EDRS. Australian Council for Educational Research Ltd., Radford House, Frederick Street, Hawthorn, Victoria 3122, Australia ($34.95). Report/ISSN: ISBN-0-86431-132X ---12 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED353223 AUTHOR(s): Heger, Herbert K. Ainsa, Trisha TITLE(s): In-service Teacher Training for Computer Literacy: Resource Implications Resulting from a Longitudinal Evaluation. ERIC Issue: RIEMAY93 Date: 92 Description: 10p.; Paper presented at the Annual Conference of the Southwest Educational Research Association (Houston, TX, 1992). Pub. Type: Speeches, Conference Papers Reports - Evaluative/Feasibility Abstract: This paper presents an assessment of teacher training models in a multi-year (1984-1989) early childhood computer literacy program conducted in a bilingual setting. The project was known by the acronym CLIC and focused on the needs of poor Hispanic children in the El Paso (Texas) urban school district. Although CLIC was a computer literacy project, it was designed to address multiple curriculum issues, particularly language arts skills, by aiming for general academic success. The project director trained a group of teachers to train additional project teachers. Each of these two groups was designated as a pilot group. The second pilot group trained another cohort group of faculty, known as the spread group. The curriculum for both teacher training and student classrooms was the same for pilot and spread settings. The final evaluation of the project suggested that the level of student performance in achieving project objectives was directly related to the trainee cohort membership of the teachers. Although student computer literacy was enhanced among both the pilot and spread students, the gains of the pilot group students exceeded gains of spread students. These differences suggest that being a mentor is more helpful to one's teaching than being mentored and that full teaching competence in a computer literacy program is not acquired in the first or second year of the project. (IAH) Geogr. source: U.S.; Texas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. University of Texas at El Paso, College of Education, El Paso, TX 79968 (free in single copies). ---13 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED341382 AUTHOR(s): Angell, Marion D. TITLE(s): A Program To Develop through LOGO the Computer Self-Confidence of Seventh Grade Low-Achieving Girls. ERIC Issue: RIEJUN92 Date: Jun 91 Description: 70p.; M.S. Practicum, Nova University. Pub. Type: Dissertations/Theses - Practicum papers Tests, Questionnaires, Evaluation Instruments Abstract: This practicum report describes the development of a program designed to improve self-confidence in low-achieving seventh grade girls towards computers. The questionnaire "My Feelings Towards Computers" was used for pre- and post-comparisons. Students were introduced to the computer program LOGO, were taught to compose programs using the Logo computer language, and were exposed to a computer atmosphere that stressed critical thinking and creativity. The results, as indicated by pre- and post-testing, showed that seventh grade low-achieving girls can increase their self-confidence in computers by using LOGO. Increased self-confidence was noted in the following areas: liking computers, the field of computers as an occupation, the perception that girls are capable with regard to computers, the ability to understand computers, and being smart enough to use computers. It was concluded that Logo is an effective tool in increasing the self-concept towards computers of low-achieving seventh grade girls. Appendices include the questionnaire and a critical thinking checklist, the survey results, progress evaluation, and examples of student work. (13 references) (Author/DB) Geogr. source: U.S.; Nevada Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. ---14 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED336356 AUTHOR(s): Watt, Molly Lynn Watt, Daniel Lynn TITLE(s): Classroom Action Research: A Professional Development Opportunity for Experienced Teachers. Draft. ERIC Issue: RIEJAN92 Date: 07Apr 91 Description: 23p.; Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991). Pub. Type: Speeches, Conference Papers Abstract: The purpose of this study was to develop methodologies to support experienced teachers in taking on the role of participant researchers and engaging in collaborative inquiry through action research projects about their teaching practices. Although the structures designed were not content-specific, the teachers in the study were using the LOGO computer language in their teaching, and their research questions involved the teaching and/or learning of LOGO. The collaboration was at 2 levels: among the approximately 10 teacher researchers at each of 9 sites over 7 states who met regularly throughout one school year; and among the sites, through a leadership institute, mailings, telecommunications network, and phone calls. The project, the LOGO Action Research Collaborative, was developed to extend the professional responsibilities, voices, and insights of experienced teachers and to provide a context for professional renewal. In the pilot research cycles, it has been observed that the project provides professional nourishment and collegiality for experienced teachers, that teachers gain new understandings about the LOGO content they are teaching, that teachers make self-directed improvements in their classroom teaching practices, and that teachers take on new roles as researchers and research group leaders. Sixty-six references are included. (IAH) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ---15 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED336061 AUTHOR(s): Gunn, Tronie C. TITLE(s): Mental Models of Adult Logo Students: The Concept of Variable. ERIC Issue: RIEJAN92 Date: Apr 91 Description: 28p.; Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7. 1991). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: This study investigated the mental models acquired by adults who were novice Logo learners with particular attention given to their concept of variable. The study focused on two questions: (1) What mental models are apparently employed for the prediction of Logo events by adult students who are able to write and edit simple Logo procedures? and (2) Are there demographic or experience factors that are consistently correlated with features of the mental models? Useful, less useful, and counter-productive mental models of Logo variables were identified, with less useful models receiving the most support from analysis of subjects' responses, possibly developed by analogy with Logo procedures and mathematical variables. Categorizations based on major field and anxiety level offered clear differences in the models supported. Mathematics and science majors and low anxiety subjects were more likely to support each of the useful models and less likely to support each of the counter-productive models than subjects with other majors and high anxiety subjects. (11 references) (Author/DB) Geogr. source: U.S.; Texas Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. ---16 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED336062 AUTHOR(s): McAllister, Alan TITLE(s): An Analysis of Problem Solving Strategies in LOGO Programming Using Partially Automated Techniques. ERIC Issue: RIEJAN92 Date: Mar 91 Description: 72p.; Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991). Pub. Type: Information Analyses - State of the Art Reports - Research/Technical Speeches, Conference Papers Abstract: Computer assisted instructional environments offer unique opportunities for the analysis of learning and problem solving processes. In this paper, partially automated techniques for process analysis are applied in a study of the problem solving strategies of a group of gifted students learning the Logo programming language. The objectives of the paper are to develop strategy specifications, construct a model of the students' programming process, and illustrate the application of partially automated interaction process analysis. The computer software programs included tools for collecting, displaying, encoding, and dynamically representing the students' problem solving in the Logo environment. Two tasks were administered: a graphics task midway through the program, and a word-and-list task at the end. Problem solving strategies were identified in each task, and it was found that they differed across tasks and across subjects. Results indicate that students' strategies are a function of specific task demands and the students' representations of the problem, their knowledge of program design, and their knowledge-base of specific methods for implementing their designs in code. Recommendations for future behavioral science research in the area of problem solving include routine use of microcomputers to monitor students' performances and provide appropriate individualized assistance instantaneously. (66 references) (Author/DB) Geogr. source: Canada; Ontario Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. ---17 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED335007 AUTHOR(s): Rieber, Lloyd P. TITLE(s): Computer-Based Microworlds: A Bridge between Constructivism and Direct Instruction. ERIC Issue: RIEDEC91 Date: 91 Description: 18p.; In: Proceedings of Selected Research Presentations at the Annual Convention of the Association for Educational Communications and Technology; see IR 015 132. Pub. Type: Speeches, Conference Papers Abstract: The field of instructional technology is characterized by its products, such as instructional media, and its processes, such as instructional design. The process of instructional technology has been shaped by advances in learning and instructional theory over the past 50 years. Much of the development work of the field to date has been on direct instruction, or instruction based largely on the application of behavioral principles. Most computer applications are based on principles of programmed instruction--the computer becoming the ultimate teaching machine. In contrast to behavioral learning, constructivism, a faction within cognitive psychology associated with the application of Piagetian learning theory, is characterized by discovery and experiential learning. Constructivists have sought to tap the computational power of modern microcomputers to create computer "microworlds" where learners can experience and appropriate sophisticated ideas from (but not limited to) the domains of science and mathematics. Probably the most well-known computer applications of constructivism is LOGO. Proponents of constructivism and direct instruction are usually viewed in opposition to one another. It is suggested that computer microworlds offer an immediate compromise between these two camps. In this paper, constructivism and microworlds, as well as related research on mental models, misconceptions in science, and intrinsic motivation are reviewed. Finally, some considerations are offered in the design of microworlds which can be used as an aid to direct instruction. These design considerations are presented in the context of "Space Shuttle Commander," a prototype project developed to teach motion concepts based on compromises between principles of constructivism and direct instruction. (68 references) (Author/BBM) Geogr. source: U.S.; Florida Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ---18 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED329430 AUTHOR(s): Weaver, Constance L. TITLE(s): Young Children Learn Geometric Concepts Using Logo with a Screen Turtle and a Floor Turtle. ERIC Issue: RIEJUL91 Date: 91 Description: 23p. Pub. Type: Reports - Research/Technical Abstract: This research was designed to investigate several primary questions in comparing the Logo floor turtle to the Logo screen turtle: (1) Do young children gain different geometric concepts from experiences with the floor turtle than they do with the screen turtle? (2) Do young children learn to use the four basic Logo commands more efficiently with the floor turtle than they do with the screen turtle? (3) Do young children prefer interacting with the floor turtle or the screen turtle? (4) Do the children who learn Logo gain more in perspective-taking ability than do the children who do not learn Logo? (5) Do the children who learn a single-key version of Logo in a geometry setting learn more geometry concepts than the children who did not learn Logo? This study included 17 4-year-old and 79 5-year-old children who were members of 5 classes in the suburbs of Buffalo, New York. A four (turtle, screen, paths, control) by four (four different teachers) design was used with planned contrasts for the kindergarten children. The preschool children were placed into either the floor turtle group or the screen turtle group. The initial lessons of Clements' and Battista's Logo Geometry Curriculum (1989) were used to teach Logo and elementary concepts of geometry related to path. The children in the experimental groups averaged two to three computer sessions per week for about 6 weeks. The results of the study were mixed. Significant differences in ability to use Logo were not found between groups, nor did the children show a clear-cut preference for one kind of turtle over another. The children's perspective-taking abilities did not change over the time of the study, and while geometry scores did improve, no significant differences between groups were found on the geometry tests. (Author/KR) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Researchers ---19 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED337162 TITLE(s): Technical Reports & Working Papers: A Publication History. ERIC Issue: RIEFEB92 Date: ^91 Description: 18p. Pub. Type: Reference Materials - Bibliographies Abstract: The technical reports and working papers published by the Center for Children and Technology that are listed in this guide focus on educational technology and its relationship to student learning and school restructuring. Technical reports share research results, describe prototype designs, and address issues crucial to the Center's research agenda. Working papers are more informal reflections on the research process. The listings for 51 technical reports include title, author, publication date, a brief description of the paper, its availability, where it has been published or its ERIC document number, and the number of pages. Topics include microcomputers and their implementation in and impact on elementary and secondary schools; problem solving and Logo programming; computer software issues; cognitive processes and computer use; sex differences issues; learning environments that incorporate educational technologies; databases; programming skills; mathematics instruction; interactive video in the classroom; science instruction; conducting research in classrooms; and the design of educational computer software. The listings for four working papers include the title, author, publication date, description of the paper, and number of pages. Topics include interactive video; interactive multimedia; elementary earth science instruction; and cultures and gendered values. A further listing of 16 Center for Technology in Education technical reports includes title, author, publication date, description, availability, and number of pages for each report. Topics include computer-supported writing; educational testing; multiple intelligences; teachers' beliefs; organizational impact of school computers; school restructuring; disadvantaged students; assessing school performance; discovery-oriented programs; and interactive multimedia learning. (DB) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ---20 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED337160 AUTHOR(s): Gayle, Susan, Ed. TITLE(s): NECC '91. Proceedings of the Annual National Educational Computing Conference (12th, Phoenix, Arizona, June 16-20, 1991). ERIC Issue: RIEFEB92 Date: 91 Description: 372p.; For the 1989 proceedings, see ED 317 190. Proceedings from 1984 to 1990 are also available from the International Society for Technology in Education for $25.00 each. Pub. Type: Collected works - Proceedings Abstract: The theme of this annual conference was "Solutions," and referred to both human and electronic solutions. The proceedings are organized by conference day and contain the following: (1) Tuesday--presentations on multicultural and multimedia education, telecommunications, hypermedia, problem solving, mathematics instruction, language arts, social studies, teacher training, computer literacy, interactive video, Logo, school restructuring, and computer science (80 abstracts, 12 papers); (2) Wednesday--presentations on mathematics instruction, computer literacy, instructional research, teacher training, educational technology, special populations, tutorial systems, computer software, hypermedia, multimedia, science instruction, Logo projects, writing instruction, higher education, sex differences, foreign exchange students, international computing, video communications, music and the arts, bilingual computing, and funding (94 abstracts, 13 papers); and (3) Thursday--presentations on multimedia instruction, problem solving, mathematics instruction, teacher training, deaf education, elementary and secondary schools, corporate environments, diagnostic skills, telecommunications, world and local communities, Logo technology, Apple II applications, multimedia faculty development, special learners, needs assessment, simulation, databases, and laser discs (78 abstracts, 9 papers). A list of conference committees, society descriptions, and reviewer acknowledgements are also included. An index by authors concludes the report. (DB) Geogr. source: U.S.; Arizona Available in paper copy and microfiche. EDRS Price - MF01/PC15 Plus Postage. International Society for Technology in Education, 1787 Agate Street, Eugene, OR 97403 ($25.00). Report/ISSN: ISBN-0-924667-69-9 ---21 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED330310 AUTHOR(s): Yoder, Sharon Burrowes TITLE(s): Introduction to Programming Using Terrapin Logo for the Macintosh. ERIC Issue: RIEAUG91 Date: 91 Description: 213p. Pub. Type: Guides/Methods/Techniques - Classroom Use - Instructional Materials Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: This manual has a dual purpose: to teach about programming in the Logo language for teachers, and to teach Logo in a structured manner to students. The publication is divided into 41 sections, each of which focuses on a particular Logo word or idea, and is designed to give both teachers and students the opportunity to experiment with ideas while extending their knowledge of Logo. Some of the subjects covered in the individual chapters include: (1) getting started with Logo for the Macintosh computer; (2) using the Repeat function; (3) shapes and STAMP; (4) defining new shapes, putting text on the screen, and mixing text and graphics; (5) writing procedures; (6) designing programs; (7) managing workspace and files; (8) using pen modes, windows, and multiple turtles; (9) Logo grammar; (10) animation, creating definite loops, stamping areas, interactive programming, and working with files; (11) procedure inputs; (12) Logo arithmetic and mathematics; (13) outputs; and (14) useful graphics and text reporters. Most of the chapters provide tips and techniques as well as project suggestions. It is suggested that the examples in each chapter be experimented with until the concept being introduced is understood. A quick reference card of all the Terrapin Logo primitives is provided at the end of the manual, and major subject areas and Logo commands are listed in the index. (DB) Geogr. source: U.S.; Oregon Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. International Society for Technology in Education, 1787 Agate Street, Eugene, OR 97403-1923. Report/ISSN: ISBN-0-924667-84-2 Target aud.: Teachers Students Practitioners ---22 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED334993 AUTHOR(s): Lee, Miheon Jo TITLE(s): Metacognitive and Cognitive Effects of Different Loci of Instructional Control. ERIC Issue: RIEDEC91 Date: 91 Description: 28p.; In: Proceedings of Selected Research Presentations at the Annual Convention of the Association for Educational Communications and Technology; see IR 015 132. Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: This study investigated different loci of instructional control and prior background knowledge in terms of two aspects of metacognitive effects (utilization and correctness of metacognitive monitoring) and two aspects of cognitive effects (knowledge acquisition and application). The study also investigated the effectiveness of learner strategies used under learner control. Two parallel versions of computer assisted instruction (CAI) lessons on the computer programming language Logo were developed for the program control and learner control groups. The two versions were the same in the tutorial sessions, but differed in the presentation of the question for self-estimates of understanding and in the choices available in the practice sessions. The subjects were 62 third graders in a suburban elementary school who had no prior experience with Logo, and the study was conducted in the school computer lab over seven weeks. When supportive factors such as provision of clearly labeled options, basic requirements, and presentation of feedback and advice on on-going progress were integrated into the design of a learner control study, this condition seemed to foster students' metacognitive as well as cognitive knowledge and skills in a more effective way than did program control. The overall results of the study indicate that, as an instructional design strategy, learner control can provide learners with opportunities to improve their metacognitive skills and knowledge, while attempting to teach cognitive skills and knowledge of specific subject matter content in a more effective way than can program control. Limitations of the study are noted, and nine tables, copies of the pretest and the interview schedule for metacognitive monitoring, and formulas for the evaluation of the effectiveness of learner strategy are appended. (27 references) (BBM) Geogr. source: U.S.; Florida Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. ---23 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED336074 AUTHOR(s): Lee, Mi Ok C. TITLE(s): Guided Instruction with Logo Programming and the Development of Cognitive Monitoring Strategies among College Students. ERIC Issue: RIEJAN92 Date: 91 Description: 28p.; Paper presented at the Annual Conference of the American Educational Research Association (Chicago, IL, April 3-7, 1991). Cover title differs. Pub. Type: Information Analyses - State of the Art Reports - Research/Technical Speeches, Conference Papers Abstract: This study examined the effects of guided programmed instruction with Logo programming on the development of cognitive processes and thinking skills among college students. Logo programming has been advocated as a powerful tool to help students develop higher order thinking, an awareness of their thinking processes, and problem solving skills; however, it is suggested that Logo programming alone is not enough. Students must develop cognitive monitoring strategies, i.e., strategies that enable them to be independent learners and to transfer learning or training from one situation to another. Guided Logo instruction in this study involved three pedagogical elements: (1) Logo programming was selected as a learning tool to teach cognitive monitoring strategies; (2) an explicit model of cognitive monitoring processes was included in the Logo programming; and (3) explicit teacher mediated instruction of cognitive monitoring activities was facilitated in a Logo programming environment as well as outside of the programming domain. The results of the study demonstrated that the discovery learning and learner control of instruction inherent in guided Logo instruction positively affected both near and far transfer of cognitive monitoring strategies. It is recommended that further research be conducted for longer periods of time, using different academic subject material, younger students, and students of differing achievement levels. (68 references) (Author/DB) Geogr. source: U.S.; Iowa Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. ---24 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED341686 AUTHOR(s): Watt, Molly Lynn Watt, Daniel Lynn TITLE(s): Teacher Research, Action Research. The Logo Action Research Collaborative. Report No. 91-4. ERIC Issue: RIEJUN92 Date: ^91 Description: 23p. Pub. Type: Reports - Descriptive - Program/Project descriptions Abstract: This report describes methodologies developed by the LOGO Action Research Collaborative--a national network linking 90 teachers at 9 sites--to facilitate and support collaborative inquiry by teachers into their own teaching practices. The report provides background information on action research as an evolving discipline; identifies three phases of a year-long action research cycle; and describes key strategies developed by the project to support teachers in taking on a research frame of mind, identifying areas of concern, and undertaking and completing action research projects. Several examples illustrate action research investigations undertaken by teachers and demonstrate the benefits of the investigations to the students and teachers involved. In conclusion, the report makes a case for the potential contribution of action research to current educational reform initiatives and school restructuring. Eighty-four references and related readings are listed. (Author/IAH) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ---25 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED348218 AUTHOR(s): Yusuf, Mian Muhammad TITLE(s): LOGO Based Instruction in Geometry. ERIC Issue: RIEDEC92 Date: 91 Description: 18p.; Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 16-19, 1991). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: The objective of this pretest-posttest Quasi-Experimental Design study was to determine the effects of LOGO Based Instruction (LBI) compared to instruction by teacher lecture and pencil-and-paper activities on: (1) students' understanding of the concepts of point, ray, line, and line segment; (2) students' attitudes toward learning geometry, learning LOGO, and learning through LBI; and (3) students achievment on a researcher-made test on the concepts of point, ray, line, and line segment. Sixty-seven students in the seventh and eighth grades of a Cincinnati middle school made up an experimental group (18 females and 17 males; 27 black and 8 white) that received LBI and a control group (13 females and 19 males; 24 black and 8 white) that received instruction by teacher lecture. Analysis of covariance indicated that students taught with a LBI program scored significantly higher (p<.05) on the researcher-made posttest than the control group and showed significant differences (F=6.69-16.38, p<.05) in students' positive attitudes towards math/geometry, LOGO, and LBI in favor of the experimental group. Tape recorded interviews of 32 students, 16 from each group, were analyzed to determine the conceptualization of the four geometry concepts. All students were on van Hiele Level 1 before treatment. After treatment, 14 students from the experimental group reached Level 3 and 1 student from the control group reached Level 2, indicating a significant difference (p<.05) in favor of the experimental group in terms of gain in van Hiele levels. LBI for learning and teaching geometry at the secondary school level was found to be an effective method. (MDH) Geogr. source: U.S.; Wisconsin Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Researchers Practitioners ---26 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED348971 AUTHOR(s): Norris, Cathleen A., Ed. Poirot, James L. Ed. TITLE(s): Problem Solving and Critical Thinking for Computer Science Educators. ERIC Issue: RIEJAN93 Date: 91 Description: 67p. Pub. Type: Opinions/Personal viewpoints/Position Papers/Essays Reports - Research/Technical Abstract: The eight papers presented in this monograph are a result of the Problem Solving and Critical Thinking Research Workshop that was held in conjunction with the 1990 National Educational Computing Conference (NECC). The intent of the workshop was to provide a unique forum for researchers to share ideas in a special area of educational computing. The monograph provides an overview of the general issues of problem solving and critical thinking in education as well as specialized areas of interest in intelligent tutoring and program construction. The papers included in this monograph are: (1) "Problem Solving, Critical Thinking, and Computing: An Overview" (Cathleen A. Norris and James L. Poirot); (2) "'Mindstorms' Revisited: Computers, Problem Solving, and Knowledge-based Instruction" (Karen Swan); (3) "Defining Programming and Logo as Vehicles for Developing Higher Order Thinking Skills" (Jim Dunne); (4) "Abstracted Knowledge: A Mid-Road Transfer Approach to Critical Thinking" (Clifton S. Harris); (5) "Resolving the Impasse in Software Engineering: Problem Solving in Program Construction" (Warren Moseley); (6) "Critical Thinking and Intelligent Tutoring Systems" (James T. Streib); (7) "Critical Thinking and Open Courseware" (Eduardo Rivera); and (8) "'What Can We Learn from Each Other's Experiences?': Observations of a Research-Oriented Workshop by a Classroom Teacher" (Sylvia Robinson). References are included with most papers. (ALF) Geogr. source: U.S.; Oregon Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Report/ISSN: ISBN-1-56484-007-7 Target aud.: Teachers Practitioners ---27 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED324683 AUTHOR(s): Ridout, Susan Ramp And Others TITLE(s): An Integrated Language Arts Teacher Education Program. ERIC Issue: RIEMAR91 Date: Nov 90 Description: 11p. Pub. Type: Reports - Evaluative/Feasibility Abstract: A pilot project was developed at Indiana University Southeast to help teacher education students learn ways to put current educational theories and strategies to work in a school setting. The project was based on the idea that the language arts--listening, reading, writing, and speaking--should be integrated and that many subject areas could be incorporated into any well planned language arts block. Included in the process was the incorporation of computer use, specifically the use of LOGO, a computer programing language, and word processing. Each teacher education student was assigned two or three children at the fourth or fifth grade level. Each group remained together throughout the six practicum sessions. Two basal stories served as the springboard into the other requirements, all of which had to fit into a modified directed reading activity format. The following steps of a modified directed reading activity were used by the teacher education students: motivation; vocabulary instruction; purpose for reading; silent reading; questioning; purposeful oral reading; skills/strategies; and extension. The students had to show evidence of working through a five-step writing process which included: prewriting, drafting, revising, editing, and sharing. Results indicated that the children were developing their writing, computing, and critical thinking skills, while learning to work cooperatively and improving self-esteem. The teacher education students found that using the computer in this way enhanced the directed reading approach, the language experience approach, and the writing process. Additionally, the teacher education students actively learned how to teach in a natural, holistic, and diagnostic way. (MG) Geogr. source: U.S.; Indiana Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ---28 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED325498 AUTHOR(s): Yusuf, Mian Muhammad TITLE(s): LOGO Based Instruction. ERIC Issue: RIEMAR91 Date: Oct 90 Description: 10p.; Paper presented at the Annual Meeting of the Midwestern Educational Research Association (Chicago, IL, October 17-20, 1990). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: Findings of a 1989 research study on LOGO-based instruction for teaching abstract concepts of geometry are reported in an effort to encourage mathematics teachers to use the LOGO language in computer-assisted instruction. Thirty-three ninth graders (19 males and 14 females) (6 white students and 27 black students) were involved in the controlled pretest-posttest study design. The experimental group was taught using lesson plans, LOGO programs, LOGO tutorial programs, student handouts, class activity sheets, homework sheets, and other teaching materials. The control group was taught using a textbook, formal lectures, and paper-and-pencil activities. Pretests and posttests involved Likert and semantic differential scales, and 13 students were interviewed. An analysis of covariance was applied using pretest scores as covariate variables and posttest scores as dependent variables. Results indicate that students receiving LOGO-based instruction performed better and developed more positive attitudes toward learning geometry. Findings are presented on teacher attitudes and student preferences regarding cooperative use of computers with other students. (TJH) Geogr. source: U.S.; Wisconsin Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ---29 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED326403 AUTHOR(s): Martin, Patricia B. TITLE(s): Developing Problem Solving Skills of Primary Age Children within a Logo Environment. ERIC Issue: RIEAPR91 Date: Oct 90 Description: 110p.; M.S. Practicum, Nova University. Pub. Type: Dissertations/Theses - Practicum papers Abstract: This practicum addressed the importance of the development of problem solving skills in primary age children. Students need to practice recognizing the problem, deciding what steps are necessary in solving the problem, evaluating the solution, and revising the steps, when necessary. Summer camp computer students who were entering second grade practiced these skills in the EZ Logo environment while duplicating specific shapes and creating original shapes. It was determined that the Logo environment was an asset to the practice of problem solving skills. The document includes the purpose of the project, a brief literature review, a summary of the methods used, results, and recommendations. Appended are the pre/post-tests, teacher survey, results of activities, and samples of student graphics. (CW) Geogr. source: U.S.; Florida Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. ---30 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED323116 AUTHOR(s): Gee, Stephanie TITLE(s): Mathematics/Computer Integrated Curriculum, Grade 4. ERIC Issue: RIEJAN91 Date: Aug 90 Description: 23p.; For related documents, see SE 051 573-578. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: This manual designed for grade 4 is part of a series for a program to integrate the teaching and learning of mathematical and computer concepts and skills in the elementary school. This manual contains 16 lessons. Each lesson includes information on the topic, suggested grade level, mathematics concepts and skills, objective, prerequisite skills needed, and activities. Topics contained in the lessons include: (1) problem solving; (2) geometry; (3) numbers; (4) measurement; (5) number concepts; (6) LOGO; and (7) puzzles. Software programs used for the activities are specified for each lesson. (KR) Geogr. source: U.S.; Texas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Teachers Practitioners ---31 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED323118 AUTHOR(s): Glidewell, Kathleen Johnson, Ava Carol Oakes TITLE(s): Mathematics/Computer Integrated Curriculum, Grade 6. ERIC Issue: RIEJAN91 Date: Aug 90 Description: 53p.; For related documents, see SE 051 573-577. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: This manual designed for grade 6 is part of a series for a program to integrate the teaching and learning of mathematical and computer concepts and skills in the elementary school. The manual contains 34 lessons. Each lesson includes information on the topic, suggested grade level, mathematics concepts and skills, objective, prerequisite skills needed, and activities. Topics contained in the lessons include: (1) problem solving; (2) geometry; (3) numbers; (4) number concepts; (5) computer commands; (6) fractions; and (7) graphing. Software programs used for the activities are specified for each lesson. (KR) Geogr. source: U.S.; Texas Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Target aud.: Teachers Practitioners ---32 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED323114 AUTHOR(s): Guss, Michael And Others TITLE(s): Mathematics/Computer Integrated Curriculum, Grade 2. ERIC Issue: RIEJAN91 Date: Aug 90 Description: 46p.; For related documents, see SE 051 573-578. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: This manual designed for grade 2 is part of a series for a program to integrate the teaching and learning of mathematical and computer concepts and skills in the elementary school. The manual contains 34 lessons. Each lesson includes information on the topic, suggested grade level, mathematics concepts and skills, objective, prerequisite skills needed, and activities. Topics contained in the lessons include: (1) problem solving; (2) geometry; (3) numbers; (4) measurement; (5) number concepts; (6) addition; (7) time; (8) patterns; and (9) making inferences and drawing conclusions. Software programs used for the activities are specified for each lesson. (KR) Geogr. source: U.S.; Texas Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Target aud.: Teachers Practitioners ---33 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED323117 AUTHOR(s): Lindsey, Sue Pitts, Hazel TITLE(s): Mathematics/Computer Integrated Curriculum, Grade 5. ERIC Issue: RIEJAN91 Date: Aug 90 Description: 44p.; For related documents, see SE 051 573-578. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: This manual designed for grade 5 is part of a series for a program to integrate the teaching and learning of mathematical and computer concepts and skills in the elementary school. The manual contains 27 lessons. Each lesson includes information on the topic, suggested grade level, mathematics concepts and skills, objective, prerequisite skills needed, and activities. Topics contained in the lessons include: (1) problem solving; (2) geometry; (3) numbers; (4) number concepts; (5) statistics; (6) measurement; and (7) probability, statistics, and graphing. Software programs used for the activities are specified for each lesson. (KR) Geogr. source: U.S.; Texas Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Target aud.: Teachers Practitioners ---34 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED323113 AUTHOR(s): Cauthen, Lavetia And Others TITLE(s): Mathematics/Computer Integrated Curriculum, K-1. ERIC Issue: RIEJAN91 Date: Aug 90 Description: 69p.; For related documents, see SE 051 574-578. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: This manual designed for kindergarten and grade 1 is part of a series for a program to integrate the teaching and learning of mathematical and computer concepts and skills in the elementary school. The manual contains 41 lessons. Each lesson includes information on the topic, suggested grade level, mathematics concepts and skills, objective, prerequisite skills needed, and activities. Topics contained in the lessons include: (1) problem solving; (2) geometry; (3) numbers; (4) measurement; (5) number concepts; (6) addition; (7) comparing; (8) estimating; (9) time; and (10) fractions. Software used for the activities is primarily LOGO. (KR) Geogr. source: U.S.; Texas Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Target aud.: Teachers Practitioners ---35 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED323115 AUTHOR(s): Cartwright, Lisa Wallace, Tracey TITLE(s): Mathematics/Computer Integrated Curriculum, Grade 3. ERIC Issue: RIEJAN91 Date: Aug 90 Description: 36p.; For related documents, see SE 051 573-578. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: This manual designed for grade 3 is part of a series for a program to integrate the teaching and learning of mathematical and computer concepts and skills in the elementary school. The manual contains 20 lessons. Each lesson includes information on the topic, suggested grade level, mathematics concepts and skills, objective, prerequisite skills needed, and activities. Topics contained in the lessons include: (1) problem solving; (2) geometry; (3) numbers; (4) measurement; (5) number concepts; (6) addition; (7) time; (8) LOGO; (9) division; (10) fractions; and (11) probability, statistics, and graphing. Software programs used for the activities are specified for each lesson. (KR) Geogr. source: U.S.; Texas Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Target aud.: Teachers Practitioners ---36 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED328226 AUTHOR(s): Watt, Daniel Lynn Watt, Molly Lynn TITLE(s): How Teachers Improve Their Practices through Action Research: The Case of the Logo Action Research Collaborative. ERIC Issue: RIEJUN91 Date: Jul 90 Description: 11p.; Paper presented at the World Conference on Computers in Education (Sydney, Australia, July 9-13, 1990). Pub. Type: Reports - Descriptive - Program/Project descriptions Speeches, Conference Papers Abstract: The Logo Action Research Collaborative is creating a professional development program in the Newton (Massachusetts) schools which is based on action research and designed to support teachers and improve the use of Logo computer-assisted instruction in their classrooms. During the 1 year workshop, teachers work collaboratively on Logo programming projects, learn to define research questions, and identify ways to gather data that fit in with their teaching approaches. Teachers keep journals in which they write down classroom observations, and these are analyzed together with samples of student work. Through direct involvement in research teachers gain insights about the teaching and learning in their own classrooms, and, at the same time, come to recognize and respect their own and their colleagues' ideas. In addition to developing a set of materials and activities to support experienced Logo teachers in carrying out action research activities with a focus on Logo learning, the Logo Action Research Collaborative is supporting school district personnel in leading research meetings with teachers in their own districts. (27 references) (DB) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ---37 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED317608 AUTHOR(s): De Corte, E. And Others TITLE(s): Construction and Evaluation of a Powerful LOGO Learning Environment for the Acquisition and Transfer of Thinking Skills. ERIC Issue: RIEAUG90 Date: Apr 90 Description: 45p.; Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: The development of a powerful learning environment aiming at the acquisition and transfer of general thinking skills through learning to program in LOGO was studied. The following conditions were sought: (1) sufficient knowledge of the LOGO primitives and concepts; (2) mastery of the thinking skills within the programming context; and (3) explicit training for transfer. A systematic experiment was conducted in 3 6th-grade classes with 72 12-year-old students, using a pretest-posttest design with a non-treatment control group. A LOGO course, involving the training of a systematic programming strategy, was taught to two of the classes. In one of these classes, explicit instruction for transfer was also applied. At the end of the school year, the fulfillment of the conditions was tested. Findings reveal that the first two transfer conditions were fulfilled in both experimental groups; results with respect to explicit training for transfer were less positive. A series of transfer tests was administered, and data analysis revealed that transfer was obtained in both experimental groups. This finding implies that fulfillment of the first two conditions is sufficient for realizing transfer of thinking skills. Three tables present study data, and 13 figures illustrate items from the tests. (Author/SLD) Geogr. source: Belgium Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. ---38 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED349968 AUTHOR(s): Swan, Karen Black, John B. TITLE(s): Logo Programming, Problem Solving, and Knowledge-Based Instruction. ERIC Issue: RIEFEB93 Date: Apr 90 Description: 39p.; Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: The research reported in this paper was designed to investigate the hypothesis that computer programming may support the teaching and learning of problem solving, but that to do so, problem solving must be explicitly taught. Three studies involved students in several grades: 4th, 6th, 8th, 11th, and 12th. Findings collectively show that five particular problem solving strategies can be developed in students explicitly taught those strategies and given practice applying them to solve Logo programming problems. The research further demonstrates the superiority of such intervention over Logo programming practice alone, explicit strategy training with concrete manipulative practice, and the instruction in content areas that is traditionally prescribed for the teaching and learning of problem solving. Knowledge-based instruction linking declarative to procedural knowledge of problem solving strategies is recommended as a means to this end. The results also suggest, however, that computing environments may be uniquely conducive to the development of problem solving skills as they help learners bridge the gap between concrete and formal understanding. (Contains 45 references.) (DB) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. ---39 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED327141 AUTHOR(s): Mitrani, Marco Swan, Karen TITLE(s): Placing Computer Learning in Context. ERIC Issue: RIEMAY91 Date: Mar 90 Description: 5p.; Paper presented at the International Conference on Technology and Education (Brussels, Belgium, March 20-22, 1990). Pub. Type: Speeches, Conference Papers Abstract: The context of learning with computers is different from that of more traditional educational media because the computer is a new medium whose interactivity supports dynamic, evident, and malleable representations of abstract ideas. The model proposed addresses some mediating factors of the environment in which computers are used that affect learners' cognitive processes. The thesis is based on work conducted by a research group on large scale computer-based instructional systems to teach basic skills, instructional design for teaching computer implementations, and teaching problem solving using Logo. It is noted that: (1) programs are improved when they are structured to utilize other media in addition to computers; (2) computer training materials should support inferential learning; and (3) within computer environments, mediated learning approaches are more effective methodologies than either strict instruction or discovery-oriented approaches. (14 references) (Author/DB) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ---40 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED327139 AUTHOR(s): Swan, Karen Black, John B. TITLE(s): Results of Four Studies on Logo Programming, Problem Solving, and Knowledge-Based Instructional Design. ERIC Issue: RIEMAY91 Date: Mar 90 Description: 5p.; Paper presented at the International Conference on Technology and Education (Brussels, Belgium, March 20-22, 1990). Pub. Type: Speeches, Conference Papers Abstract: The results of four research studies conducted with subjects ranging in age and ability from elementary to graduate school students demonstrate that Logo programming environments can be instrumental in the development of five particular problem solving strategies: (1) subgoals formation; (2) forward chaining; (3) systematic trial and error; (4) alternative representation; and (5) analogy. In fact, computing environments may be uniquely conducive to the development of such skills, in that they can support quasi-concrete, malleable representations of abstract strategies that can help learners bridge the gap between concrete and formal understanding. Results also indicate, however, that problem solving strategies will not be developed through Logo programming alone, but rather must be explicitly taught and practiced. (11 references) (Author/DB) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ---41 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED323938 AUTHOR(s): Lee, Miheon J. TITLE(s): Effects of Different Loci of Instructional Control on Students' Metacognition and Cognition: Learner vs. Program Control. ERIC Issue: RIEFEB91 Date: Feb 90 Description: 41p.; In: Proceedings of Selected Paper Presentations at the Convention of the Association for Educational Communications and Technology; see IR 014 535. Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: This study of 24 third-grade students learning Logo had 3 major research goals: (1) to compare the effects of learner control with those of program control on students' metacognition, knowledge acquisition, and knowledge application, with total subjects; (2) to extend the comparison between learner control and program control by classifying the total learner control group into two groups according to whether the students make active or passive use of control options, and making comparisons between each of the two learner control groups and the program control group; and (3) to investigate whether results of comparisons between learner control and program control change in relation to students' different levels of prior knowledge of mathematics concepts related to those in Logo. Both groups were introduced to basic Logo commands with definitions, rules, examples, and practice. Students in the learner control group were free to decide whether and how often they needed to review some of the instructional components relative to a practice item, or to skip the review, while the other group received externally controlled computer-assisted instruction in which all control in the lessons was regulated by the program on the basis of predesigned rules. With various supportive variables factored in, the results indicated that learner control seemed to foster students' metacognitive as well as cognitive abilities in a more effective way than program control, regardless of different levels of prior background knowledge of a related subject. Data tables and additional information on the study are presented in three appendixes. (46 references) (BBM) Geogr. source: U.S.; Iowa Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. ---42 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED325101 AUTHOR(s): Brownell, Gregg Zirkler, Dieter TITLE(s): Deductive Reasoning, Logo and the Schools. ERIC Issue: RIEMAR91 Date: 90 Description: 4p.; Paper presented at the International Conference on Technology and Education (7th, Brussels, Belgium, March 20-22, 1990). Pub. Type: Speeches, Conference Papers Abstract: Children often have difficulty developing debugging skills. This may be attributable to instructional methods that discourage reflection on one's reasoning errors. Logo instruction may encourage such reflection. Two studies examined Logo's effect on confirmation bias--the tendency to select confirming over disconfirming information to prove an hypothesis. One study viewed elementary students while the second investigated college students. A third study investigated confirmation bias developmentally in grades 4 through 12. While Logo programming did not significantly effect deductive reasoning, elementary students exhibited an unusually high tendency to be disconfirmers while college students were confirmers. A significant difference was found in that twelfth graders more frequently selected confirming information than did fourth graders. This suggests that elementary students may be less resistant to learning self-reflective debugging skills than older students. Also, programming instructors may need to generate specific strategies to address confirmation bias in older students at the secondary school and university levels. (Author) Geogr. source: U.S.; Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ---43 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED325092 TITLE(s): Advisory List of Computer Courseware, August-September 1990. ERIC Issue: RIEMAR91 Date: 90 Description: 28p.; For April to July 1990, see ED 320 568. Pub. Type: Collected works - Serials Abstract: Two issues of this listing (August and September 1990) contain reviews of courseware for kindergarten through grade 12. Entries are classified by subject or application: communication skills, which include instruction in reading and writing; mathematics; microcomputer programing; science; social studies; and utilities (desktop publishing software). Information on each software package includes the title, publisher, copyright date, price, package contents, equipment required, suggested grade level, and program goals. This is followed by a detailed summary, a discussion of major strengths and weaknesses, and a statement of recommended uses. The table of contents of each issue provides an annotated list of the software packages reviewed in that issue. (DB) Geogr. source: U.S.; North Carolina Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. ---44 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED331468 AUTHOR(s): Yoder, Sharon Moursund, David TITLE(s): Introduction to LogoWriter and Problem Solving for Educators. ERIC Issue: RIESEP91 Date: 90 Description: 113p. Pub. Type: Guides/Methods/Techniques - Non-classroom Use Abstract: This book about Logo programming and problem solving is designed to introduce preservice and inservice teachers to problem solving in a Logo programming environment. Such a unit of study can be an important part of an introductory computers in education course for educators. Although Logowriter--a version of Logo--was developed by Logo Computer Systems, Inc., primarily for use on the Apple II, MS DOS (IBM compatible), and Commodore microcomputers, no specific computer hardware or version of Logo is required to use the ideas presented in this book. The following topics are discussed: (1) getting started with Logowriter; (2) using REPEAT and turtle move mode; (3) color and RANDOM, shapes and STAMP, FILL and SHADE; (4) mixing text and graphics; (5) writing procedures and more than one procedure; (6) designing programs; and (7) music. Appendices include a description of Logowriter keys, keyboard stickers, and a list of quick word references. (34 references) (DB) Geogr. source: U.S.; Oregon Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. International Society for Technology in Education, 1787 Agate Street, Eugene, OR 97403-9905. Report/ISSN: ISBN-0-924667-72-9 Target aud.: Teachers Practitioners ---45 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED364521 AUTHOR(s): Schuyten, G., Ed. Valcke, M., Ed. TITLE(s): Teacher Education in Logo-Based Environments. ERIC Issue: RIEAPR94 Date: 90 Description: 118p. Pub. Type: Book Abstract: This book is the result of a cooperative project of several European countries--Belgium, Greece, Ireland, the Netherlands, Portugal, Spain, and the United Kingdom. Each country involved provides a chapter outlining a national project or a specific organization presents its own approach and initiatives to teacher education, with particular reference to Logo. An introductory chapter presents a discussion of Logo-features, teaching and learning with Logo, the impact of Logo on teaching and learning, constructivism, the potential of Logo, and the dimensions of microworlds. The overall purpose of the volume is: to present a range of approaches to teacher education in Logo-based environments; to raise issues in relation to principles when using Logo in a teacher education environment; to define the variety of aims of teacher education in Logo-based environments; and to highlight the value of Logo in teacher education programs. Specific chapters feature a variety of examples of teacher education initiatives; key features of initiatives that influence success or failure of teacher education; approaches to the evaluation of projects; references to support materials; theoretical foundations of teacher education approaches, and specific implementations of these theoretical points of view. (LL) Geogr. source: Belgium Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. ---46 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED317836 AUTHOR(s): Hollin, Freda TITLE(s): Computer Assisted Learning in Numeracy. ERIC Issue: RIESEP90 Date: 90 Description: 5p. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: Computer-assisted learning in numeracy for adults is far less developed than computer-assisted learning in literacy. Although a great many software programs exist, few are suitable for adults and many offer only drill and practice exercises instead of teaching genuine computer skills. One approach instructors can take is to have their students use content-free software, such as word processing, database management, and spreadsheet programs. With this approach, students develop computer skills at the same time they develop language, numeracy, or literacy skills; the computer program is never redundant; it is possible to develop new materials; existing materials can be modified; and once they have learned how to use the program, students have a powerful tool to use in other areas of their life. Instructors can learn the program with their students and should not let the fact that they are not expert in it deter them from using the program with students. Instructors can set up spreadsheets for basic number work, including exploring magic squares, discovering a relationship between two numbers, and investigating the powers of 10. In addition, they can use the spreadsheet program for its usual accounting exercises, such as working out personal budgets and comparing methods of payment. Word processing programs can be used to let students write about their experiences with math and answer on-screen worksheets that require mathematical thinking. The programming language LOGO can be helpful to adults, but they often are not interested in it. When students create a database with programs such as World Count, which has a high degree of numeracy content, the computer becomes an additional resource rather than the focus of attention. (CML) Geogr. source: United Kingdom; England Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Teachers Practitioners ---47 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED322895 AUTHOR(s): Yoder, Sharon Burrowes TITLE(s): Introduction to Programming in Logo Using LogoWriter. Revised Edition. ERIC Issue: RIEJAN91 Date: 90 Description: 154p. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: This book is designed to teach LogoWriter, a programming language. Each of the 41 small chapters focuses on a particular LogoWriter word or idea, and provides examples for practice and experimentation. Topics included are: (1) getting started with LogoWriter; (2) using repeat and label; (3) using color and random, shapes and stamp, fill and shade; (3) using text, mixing text and graphics, writing procedures; (4) cut, copy, and paste; (5) working with pages, Logo grammar, Logo arithmetic, printing; and (6) text manipulation, interactive programming, and designing programs. Ten appendices include key summaries, copies of keyboard stickers, and a quick reference card. (DB) Geogr. source: U.S.; Oregon Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. International Society for Technology in Education, University of Oregon, 1787 Agate Street, Eugene, OR 97403-9905 ($14.95 prepaid). Report/ISSN: ISBN-0-924667-47-8 Target aud.: Teachers Practitioners ---48 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED327157 AUTHOR(s): Ryba, Ken Anderson, Bill TITLE(s): Learning with Computers: Effective Teaching Strategies. ERIC Issue: RIEMAY91 Date: 90 Description: 105p. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: The purpose of this guide is to explain how to use computers to promote the development of effective learning and thinking skills. The emphasis in this discussion of computer assisted instruction is on the social side of learning rather than the technical aspects of using computers. Chapter titles are: (1) "A Strategies Approach to Effective Learning and Thinking"; (2) "The Role of the Teacher in a Computer Strategies Approach"; (3) "Strategies for Teaching Thinking Skills with Computers"; (4) "Strategies for Teaching Social Skills in the Computer Environment"; (5) "LOGO and the Development of Thinking Skills"; (6) "Adventure Games and Thinking Skills"; (7) "Word Processing and Thinking Skills"; (8) "Computer Communications and the Development of Thinking Skills"; (9) "Databases and Effective Thinking"; and (10) "Spreadsheets as Tools for Thinking." Citations for additional readings from "The Computing Teacher" are also provided. (87 references) (DB) Geogr. source: New Zealand Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. International Society for Technology in Education, 1787 Agate Street, Eugene, OR 97403. Report/ISSN: ISBN-0-924667-64-8 Target aud.: Teachers Practitioners ---49 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED330326 AUTHOR(s): Muir, Michael TITLE(s): Fantastic Journey through Minds and Machines. ERIC Issue: RIEAUG91 Date: 90 Description: 135p. Pub. Type: Guides/Methods/Techniques - Classroom Use - Instructional Materials Guides/Methods/Techniques - Non-classroom Use Abstract: Intended for learners with a basic familiarity with the Logo programming language, this manual is designed to introduce them to artificial intelligence and enhance their programming capabilities. Nine chapters discuss the following features of Logo: (1) MAZE.MASTER, a look at robots and how sensors make machines aware of their environment; (2) SMARTTT, a discussion of games of strategy and decision making; (3) TALK.AND.DRAW, a description of languages for both humans and machines; (4) DOCTOR, a continuation of the discussion of languages that looks at conversationalists; (5) BLOCKS, a creation of a microworld in which a computer answers questions about work it has done; (6) INFER, an examination of logic, specifically, a hypothetical syllogism; (7) SUPER.INFER, a look at knowledge representations in intelligent programs; (8) SUPER.INFER2, a collection of procedures providing a natural language interface; and (9) VEXPERT, a discussion of expert systems. Each chapter contains four parts: background information, sample program, suggested extensions and improvements, and the complete program listing in LogoWriter and in Terrapin Logo PLUS. The LogoWriter MS/DOS data disk and LogoWriter Apple II data disk that accompany the manual are not included in this document. (21 references) (DB) Geogr. source: U.S.; Oregon Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. International Society for Technology in Education, 1787 Agate Street, Eugene, OR 97403-1923. Includes sample programs on data diskettes in three formats (LogoWriter for MS-DOS, LogoWriter for Apple II, and Terrapin Logo PLUS for Apple II). Report/ISSN: ISBN-0-924667-74-5 Target aud.: Students Teachers Practitioners ---50 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED316441 AUTHOR(s): Trowell, Judith M., Ed. TITLE(s): Projects to Enrich School Mathematics, Level 1. ERIC Issue: RIEJUL90 Date: 90 Description: 174p.; For Level 2, see ED 294 709; Level 3, see ED 294 710. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: This material was produced by a task force of the National Council of Teachers of Mathematics to provide independent study projects for use in grades four through six. The major goals are as follows: (1) to encourage student research, investigation, and communication of mathematics through reporting and writing; (2) to provide activities that are appropriate for average as well as above average students; (3) to include topics that are not found in the standard curriculum; (4) to supply the teacher with material that can be adapted to a variety of settings including individual and small-group work; (5) to stimulate student interest and curiosity about mathematics and its applications; and (6) to promote the vision of mathematics described in the "Curriculum and Evaluation Standards for School Mathematics." Each of the 18 activities presented includes projects to be completed, explanations or examples to facilitate independent work, and teacher notes, references and related readings. The appendices include patterns and grid papers for various activities. (YP) Geogr. source: U.S.; Virginia Not available from EDRS. Document Not Available from EDRS. National Council of Teachers of Mathematics, 1906 Association Drive, Reston, VA 22091 ($14.50; 10 or more 20% discount). Report/ISSN: ISBN-0-87353-280-5 Target aud.: Teachers Practitioners ---51 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED311120 AUTHOR(s): Kleifgen, Jo Anne TITLE(s): Computers and Opportunities for Literacy Development. ERIC/CUE Digest No. 54. ERIC Issue: RIEFEB90 Date: Aug 89 Description: 4p. Pub. Type: Information Analyses - State of the Art - ERIC Information Analysis Reports - Descriptive - Program/Project descriptions Abstract: The computer revolution was expected to help American schools to teach traditionally unsuccessful students more effectively and to reduce educational inequalities. Research suggests, however, that computer technology has in many ways actually widened the gap in educational opportunity. Nevertheless, this report finds that computers and collaborative learning environments can be used effectively to develop language and literacy skills in students who have difficulty with traditional teaching methods. Inequities in school computer use result from some of the following factors: (1) unequal access to computers in the home; (2) limited access in ethnic and language minority schools; (3) reductionist teaching approaches; and (4) limited access and applicability for female students. Research indicates dramatic linguistic and academic improvement when students are given access to problem solving, word processing, and communications software, especially for use in collaborative tasks. The coupling of the process approach and computer use in group writing instruction encourages purposeful social interaction in the classroom and engenders both spoken and written language enrichment. The integration of computers into the language arts curriculum involves female students in technological literacy. Electronic mail has also developed as an important tool in literacy development. Emphasis is placed on the role of skilled teachers in engaging all students through computers. A list of 12 references is appended. (AF) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ERIC Clearinghouse on Urban Education, Teachers College, Box 40, Columbia Univ., New York, NY 10027 (free). Contract no.: RI-88-062013 Target aud.: Researchers Teachers Practitioners ---52 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED309762 AUTHOR(s): Swan, Karen TITLE(s): Programming Objects To Think With: Logo and the Teaching and Learning of Problem Solving. ERIC Issue: RIEJAN90 Date: Mar 89 Description: 35p.; Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, March 25-30, 1989). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: Unfortunately, much of the research devoted to Logo and problem solving has not supported the claim that Logo provides an environment in which children will develop problem solving skills, but the literature suggests that direct instruction and mediated Logo programming practice can result in the acquisition and transfer of certain problem solving abilities. The research reported in this paper was designed to test such an hypothesis by differentiating between interventions combining direct instruction and mediated practice and discovery learning approaches, and with assessing the importance of programming within that model. Subjects were 100 students in the fourth through the sixth grades who had all had at least one year (30 hours) of prior experience programming in Logo. All subjects were pretested on their ability to solve problems requiring the use of each of the five problem solving strategies under investigation, and randomly assigned by grade to one of three treatment conditions--a Logo graphics condition, a cut-paper manipulative condition, or a discovery learning, Logo projects condition. Results reveal that the model can indeed support the acquisition and transfer of four problem solving strategies--subgoals formation, forward chaining, systematic trial and error, and analogy--whereas neither discovery learning in a Logo environment nor direct instruction with concrete manipulatives practice can accomplish that. Indications are that the model can support the teaching and learning of alternative representation strategies as well. The findings support claims for the efficacy of Logo as a medium conducive to the teaching and learning of problem solving, and argue for the use of knowledge-based instructional design and computing environments in the creation of problem solving interventions. (33 references) (Author/BBM) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. ---53 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED316388 AUTHOR(s): Hendrickson, A. Dean TITLE(s): Meaningful Mathematics, Level Two. Teacher's Guide to Lesson Plans. ERIC Issue: RIEJUL90 Date: 89 Description: 278p.; All documents in this series (see SE 051 187-199) done with dot matrix printer and printed on colored paper. SE 051 191 contains the worksheets for the Level Two program. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: Mathematics and the use of mathematical thinking should be much more than what has been traditional school arithmetic. Much of the mathematical reasoning can be developed and experienced out of school, particularly in the home. This material is a teacher's guide designed to help parents support what is done with their children in class. Background material for parents is provided. Some underlying principles in teaching mathematics meaningfully are listed. Assessment record sheets are presented. A total of 58 activities on the following concepts and skills are included: (1) comparing; (2) counting; (3) classification; (4) using patterns; (5) number; (6) number operations; (7) problem solving; (8) place value; (9) equality; (10) fractions; (11) correspondences; (12) geometry; (13) logic; (14) estimation; and (15) measurement. (YP) Geogr. source: U.S.; Minnesota Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Grant No.: MDR-8550460 Target aud.: Teachers Community Practitioners ---54 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED303144 AUTHOR(s): Freyd, Pamela TITLE(s): Logo and Lexical Categories. ERIC Issue: RIEJUN89 Date: 03Oct 88 Description: 12p. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Opinions/Personal viewpoints/Position Papers/Essays Abstract: The use of the Logo programing language in natural language manipulation provides the basis for the development of the computer-assisted grammar instruction program for children that is described in this paper. The computer activities suggested are designed to get children in grades 4-12 to formulate rules of grammar based on their own knowledge of English. These activities include a variation of the party game MadLibs, in Logo, which is used to present a story shell with blanks to be filled in by users, and the use of Logo to write a program that can generate random sentences. Discussions about the nature of natural language and lexical categories in particular can be generated by these programming activities. Samples of the screen displays of the various software programs discussed are included. (9 references) (EW) Geogr. source: U.S.; Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Teachers Practitioners ---56 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED305908 AUTHOR(s): Roach, Debra Bruene TITLE(s): The Effect of LOGO Instruction Method on Problem Solving Skills and the Relationship of Cognitive Style on Problem Solving Skills Learned through LOGO Instruction. ERIC Issue: RIESEP89 Date: Jul 88 Description: 75p.; Master's Thesis, University of Northern Iowa. Pub. Type: Dissertations/Theses - Masters Reports - Research/Technical Abstract: The study compared the effects of two instructional strategies for teaching the programming language, Logo, on the problem solving skills of third graders. The two strategies are the guided discovery approach, a student-directed learning environment with the teacher as a facilitator, and the direct instruction approach, with specific teacher-directed activities being used to teach direct transfer of problem solving skills. The relationship of two cognitive styles--field dependence and field independence--and the development of problem solving skills through the two different teaching methods were analyzed. The subjects were 49 third-grade students in three existing classrooms. Ten weeks of instruction in Logo was given to two treatment groups, with a third group receiving no instruction. Data analysis showed that Logo instruction does improve problem solving skills, with both instructional methods improving skills at the same rate. The degree of students' field dependence did not effect their ability to gain problem solving skills by either method. The text is supplemented by six tables and appendixes provide supporting materials. (76 references) (Author/EW) Geogr. source: U.S.; Iowa Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. ---57 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED305920 AUTHOR(s): Yoder, Sharon Burrowes TITLE(s): Teaching Basic and Pascal "Logo Style." ERIC Issue: RIESEP89 Date: ^Jun 88 Description: 15p.; Paper presented at the National Educational Computer Conference (Dallas, TX, June 15-17, 1988). Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Opinions/Personal viewpoints/Position Papers/Essays Abstract: In traditional programming courses assignments usually consist of problems that are somewhat closed in nature. That is, students are usually given a rigidly defined problem statement and are provided with a set of data that they are to use to test their program to produce a unique result. While this approach makes evaluation easy, it discourages creativity and exploration, and encourages inappropriate sharing of information. Another approach involves open-ended assignments that encourage students to make the problem their own and to include their own creative ideas in their work. Such projects require that the teacher carefully examine the objectives for a particular assignment and plan the evaluation scheme thoughtfully. However, student response to such open-ended assignments is quite positive and often very creative. An important side effect of such assignments is that group interactions are much more appropriate. Students help debug each others' projects rather than simply trading algorithms. Further, students learn from each person with whom they interact, thus extending their knowledge well beyond that acquired when solving a single solution problem. (4 references) (Author) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Teachers Practitioners ---58 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED341369 AUTHOR(s): Lis, Jeanette Christie TITLE(s): Teaching Elementary School Teachers To Use Logo with Gifted Students. ERIC Issue: RIEJUN92 Date: Jun 88 Description: 158p.; M.S. Practicum, Nova University. Pub. Type: Dissertations/Theses - Practicum papers Abstract: This study addressed the problem of meeting the needs of elementary school gifted students in mainstream computer literacy instruction. The objectives of the study were to provide the teachers with a knowledge of Logo commands and concepts, and to help them develop a positive attitude toward the use of Logo. Twelve workshop sessions were held for a group of eight teachers. The teachers received instruction in the computer programming language, Logo, based on a study guide and sample programs. The guide contains theoretical background information about Logo, and related Logo activities that were designed to serve as a reference for developing additional activities. Teachers surveyed after the workshops indicated that they had adequate knowledge and materials to teach Logo. During the 3-week period after the workshop, all of the teachers used Logo activities at least once. These results indicate that the workshops, study guide, and sample programs provided the teachers with the confidence and ability to incorporate Logo into mainstream computer literacy instruction. Appendices contain the study guide, workshop lesson plans, program listings, and recommendations for workshop facilitators. (22 references) (Author/DB) Geogr. source: U.S.; Florida Available in paper copy and microfiche. EDRS Price - MF01/PC07 Plus Postage. ---59 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED305916 AUTHOR(s): Yoder, Sharon Burrowes And Others TITLE(s): Logo and Equity: A Natural Partnership. ERIC Issue: RIESEP89 Date: ^Jun 88 Description: 9p.; Paper presented at the National Educational Computer Conference (Dallas, TX, June 15-17, 1988). Pub. Type: Reports - Descriptive - Program/Project descriptions Speeches, Conference Papers Abstract: In the fall of 1987, Cleveland State University in conjunction with Cleveland area schools and Logo Computer Systems, Inc., embarked on a series of workshops designed to train teachers in group learning techniques and Logo programming for use in computer training for junior high school girls or minorities. The first serious exposure to computing often occurs at the junior high school level. Unfortunately, computing is usually associated with mathematics, and research indicates that by the junior high age, many girls and underrepresented minorities have acquired a high level of math anxiety. In addition, the teaching style often used in such classes does not involve group work, when research shows that group learning is preferred by girls. Logo lends itself well to both group work and to the use of graphics and sound, which are also preferred by girls. Each workshop focused on both Logo programming and computer equity issues. The success of the project is being evaluated by both formative and summative techniques. This project can serve as a model for others wanting to train teachers in equitable use of computers in the classroom, and at the conclusion of the project, workshop materials that include techniques for teaching both Logo and group learning will be made available. (12 references) (EW) Geogr. source: U.S.; Oregon Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ---60 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED303137 AUTHOR(s): Gelman, Michael A. TITLE(s): Crazy Critters: Creating New Life Forms in Logo. ERIC Issue: RIEJUN89 Date: 07May 88 Description: 17p.; Paper presented at the Great Lakes/East Coast LOGO Conference (Cleveland, OH, May 7, 1988). Pub. Type: Abstract: This paper lists the commands for three programs in Logo: Peppy and the Maze, Caterpillars and Butterflies, and the Robot Arm. (EW) Geogr. source: U.S.; New Jersey Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ---61 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED306934 AUTHOR(s): McCoy, Leah P. Kreiger, Lisa W. TITLE(s): Animation in Logo: A Reinforcement Activity. ERIC Issue: RIEOCT89 Date: May 88 Description: 9p.; Paper presented at the Great Lakes/East Coast Logo Conference (Cleveland, OH, May 6-7, 1988). Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: This reinforcement activity has been used by students from the elementary school level to the graduate school level who possess intermediate level ability in programming Logo. The activity, which consists of writing Logo programs that animate an object, can have several positive effects as it: (1) helps develop problem-solving skills; (2) encourages students to work together and share ideas; (3) can motivate accelerated students; and (4) offers excellent practice in use of variables, procedures, conditionals, and iteration/recursion. While the six sample procedures included for animated Logo are written for LogoWriter, they can be easily adapted to other versions of Logo. (CGD) Geogr. source: U.S.; Indiana Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Teachers Students Practitioners ---62 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED306952 AUTHOR(s): King, Alison TITLE(s): Verbal Interaction in Computer-Assisted Cooperative Problem-Solving Groups. ERIC Issue: RIEOCT89 Date: Apr 88 Description: 26p.; Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-4, 1988). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: The verbal interaction and problem-solving behavior of groups of high and average ability learners were compared during computer-assisted cooperative problem-solving to determine the problem-solving behaviors that relate to success within this context. Thirty-six fourth grade students were assigned to groups of three to form 12 groups, six of high and six of average academic ability. All groups were given the task of using Logo Turtlegraphics to reproduce a given line design on the computer screen. Results of the task were evaluated using four predictors of problem-solving success: (1) asking more task-related questions; (2) using a greater variety of problem-solving strategies; (3) spending more time on strategy; and (4) showing higher levels of strategy elaboration. It was found that high ability groups invested more time in strategy planning, used a greater variety of strategies and a greater number of long task statements, reached higher levels of strategy elaboration, and engaged in more social talk. The additional time that successful groups spent on problem-solving strategies was related to their use of longer task statements, questioning, and variety of problem-solving strategies. These findings suggest that teachers might try to foster the kinds of verbal interaction and problem-solving behaviors that appear to promote success in group computer learning, and that software should be designed in such a way as to stimulate group members to interact by asking questions of each other which may in turn promote the problem-solving process. A table depicting the means for a series of 2 (ability) by 2 (success) analyses of variance on each of the verbal interaction and strategy use variables is appended. (28 references) (CGD) Geogr. source: U.S.; New Jersey Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. ---63 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED299953 AUTHOR(s): Swan, Karen Black, John B. TITLE(s): The Cross-Contextual Transfer of Problem Solving Strategies from Logo to Non-Computer Domains. ERIC Issue: RIEMAR89 Date: Apr 88 Description: 17p.; Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5-9, 1988). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: This report investigated the relationship between learning to program LOGO and the development of problem solving skills. Subjects were 133 students in grades 4-8 who had at least 30 hours of experience with both graphics and lists programming in Logo. Students were randomly assigned to one of three contextual groupings, which received graphics, lists, or both graphics and list problems, according to grade level. Groupings remained constant across six instructional units corresponding to six problem solving strategies believed to be helpful for children programming computers: subgoals formation, forward chaining, backward chaining, systematic trial and error, alternative problem representation, and analogical reasoning. Highly significant differences were found across both contextual groupings and grade levels for all strategies except backward chaining, suggesting that a pedagogy combining a focus on particular aspects of general problem solving, direct instruction, and a mediated learning environment will enable the development of problem solving skills with Logo programming and their transfer to non-computing domains. Highly significant differences were also found between grade levels on measures of subgoals formation, systematic trial and error, and analogy, suggesting that there are developmental differences in students' abilities to acquire and transfer particular problem solving strategies. No significant differences were found between contextual groupings, suggesting that students' abilities to transfer problem solving skills did not vary depending upon the base context(s) in which those skills were acquired. Data results are displayed in one table. (43 references) (EW) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Researchers ---64 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED315044 TITLE(s): Technology across the Curriculum. Proceedings of the Annual Conference of the Texas Computer Education Association (8th, Dallas, Texas, February 24-27, 1988). ERIC Issue: RIEJUN90 Date: Feb 88 Description: 350p. Pub. Type: Collected works - Proceedings Reports - Descriptive - Program/Project descriptions Abstract: The theme of this computer education conference was "Technology across the Curriculum." These proceedings include papers on the application of educational technologies in school administration, business education, computer science education, mathematics, science, social studies, English and language arts, elementary education, gifted and talented education, special education, vocational education, and university-level education. A variety of applications of the Logo programing language and of telecommunications are described. Over 190 papers are included, some with abstracts and references. (GL) Geogr. source: U.S.; Texas Available in paper copy and microfiche. EDRS Price - MF01/PC14 Plus Postage. ---65 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED304134 AUTHOR(s): Adamson, Eadie TITLE(s): Exploring Motion through Game MicroWorlds with LOGO: How Theory Transferred to the Classroom. ERIC Issue: RIEJUL89 Date: 88 Description: 15p.; Paper presented at the Meeting of the New York State Association for Computers and Technologies in Education (Ryebrook, NY, November 20-22, 1988). Pub. Type: Abstract: This paper describes the use of LOGOWriter with fifth grade boys as a means of developing programming procedures for computer games that they could use to simulate motion with acceleration, as well as techniques for controlling the direction of motion. The kinds of programs developed, student responses to this work, observations about teaching issues which arose, and details about several different ways to approach the topic with a group of students are all considered. It was found that the agenda of developing reasonably accurate simulation of motion fitted neatly into projects that the students--who had several years of previous Logo experience--were already highly motivated to develop, and new ideas generated by the students permitted opportunities for student-teacher interaction. The extent to which students were, and could be, permitted to discover on their own and the extent to which teacher intervention was required is also discussed, and it is noted that two different approaches were used with different groups of students: a discovery method with students working from a target game, and the development of an individual game project by each student. The particular experiences of several individual students are also described. (EW) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ---66 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED304107 AUTHOR(s): Adamson, Eadie TITLE(s): LogoWriter Games: Tips and Tools. ERIC Issue: RIEJUL89 Date: 88 Description: 6p.; Paper presented at the Great Lakes/East Coast LOGO Conference (Cleveland, OH, May 6-7, 1988). Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: This paper provides guidelines and programming commands for using LogoWriter activity cards in game-writing as a way to develop student programming skills. Suggestions are made for the specific activity cards to use, and solutions are provided for some of the problems that were most frequently encountered by the author's students as they worked on extending their games. The author's school and home addresses and telephone numbers are provided. (EW) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Teachers Practitioners ---67 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED302231 AUTHOR(s): Denenberg, Stewart A. TITLE(s): Developing Reasoning Skills in College Freshmen Using Computer Programming, Collaborative Problem-Solving, and Writing. ERIC Issue: RIEMAY89 Date: 88 Description: 18p.; Paper presented at the Annual Great Lakes/East Coast LOGO Conference (Cleveland, OH, May 6-7, 1988). Pub. Type: Reports - Descriptive - Program/Project descriptions Speeches, Conference Papers Abstract: This paper describes part of a course for college freshmen entitled "Computation, Reasoning, and Problem Solving," which uses the LOGO programming language to integrate computer programming skills, collaborative problem solving skills, and writing skills. Discussion of the computer programming component includes two of the LOGO problem sets, which compare a priori and a posteriori reasoning, one at the beginning and one at the intermediate level. It is noted that a problem is presented at each level, the LOGO skills necessary to approach the problem are provided, and a guided interaction between the teacher and the student occurs. The two major techniques used to teach collaborative problem-solving are then discussed, i.e., the use of projects that facilitate collaborative learning via top-down design and the Whimbey and Lochhead's "Problem Solving and Comprehension" (1986). The types of writing assignments required by the course are also described, and a summary of the results achieved in teaching the course over the past five years concludes the report. The text is supplemented by two figures and five tables, and sample course materials and an evaluation questionnaire for students are appended. (5 references) (EW) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ---68 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED305220 AUTHOR(s): O'Connell, Susan M., Ed. And Others TITLE(s): The Best Science Books & A-V Materials for Children. ERIC Issue: RIEAUG89 Date: 88 Description: 343p.; Items selected from "Science Books & Films" magazine. Pub. Type: Reference Materials - Bibliographies Abstract: Some scientists and science educators believe that the most effective strategy for raising science literacy among future workers and voters is to focus on the youngest members of the public. The reviews in this publication were undertaken to increase public understanding and appreciation of the importance and promise of the methods of science in human progress. This publication is directed towards librarians, teachers, and parents who are concerned about science information and education for children 5 through 12 years of age and covers science and mathematics books, films, filmstrips, and videocassettes. These materials cover the life and physical sciences, mathematics, engineering and technology, medicine, and the social and behavioral sciences. A wide range of topics is covered including science museums, environmental problems, careers in science, oceanography, insect culture, robots, and the ancient world. Audiovisual materials include such diverse topics as energy and resources, chemical interactions, meteorology, aquatic environments, zoological sciences, medicine, and engineering. The indexes list authors, titles and subjects, series titles, and distributors. Availability and cost information are provided in the annotations. (RT) Geogr. source: U.S.; District of Columbia Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. AAAS Books, P.O. Box 753, Waldorf, MD 20604 ($20.00, $16.00 for AAAS members). Report/ISSN: ISBN-0-87168-316-4 Target aud.: Teachers Practitioners Media Staff Parents ---69 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED310174 TITLE(s): Research Perspectives on Education. Occasional Paper No. 41. ERIC Issue: RIEJAN90 Date: 88 Description: 307p.; Pages 155-156 are missing from the copy received by ERIC. Document contains small, light type which may not reproduce well. Pub. Type: Collected works - General Reports - Research/Technical Book Abstract: Perspectives on educational research are presented, and articles are included that reflect research projects that were undertaken at the Institute for Educational Research (IER) of the Human Services Research Council of the Republic of South Africa (RSA). Articles in this collection include: (1) "Educational Research in the RSA: Trends and Perspectives" (S. W. H. Engelbrecht); (2) "Trends in Educational Research in the RSA from the Sixties up to and Including 1986" (A. Schoeman and A. Muller); (3) "Fluctuation Analysis: A Proposed Educational Experimental Design" (A. W. Drost); (4) "The Logo Learning Environment in Research Perspective" (A. Muller); (5) "The Use of a Data Base Management System as an Exploratory Learning Opportunity with a Microcomputer" (J. G. Knoetze); (6) "Trends in Community Education and Their Relevance to the Provision of Community Education in South Africa" (G. D. Kamper); (7) "Guidelines for the Formulation of Objectives and the Selection of Learning Contents for Basic Education in the RSA" (L. Pienaar); (8) "Environmental Analysis as a Factor in Curriculation" (I. van der Stoep); (9) "Approaches to Learning to Read with a View to Designing an Initial and Remedial Reading Programme" (A. Dednam); (10) "Parental Involvement in the Education of Gifted Children" (J. B. Haasbroek); (11) "A Brief Report on South African Mathematics Olympiad Medallists from 1966 to 1983" (P. G. Le Roux); and (12) "An Empirical Investigation of Student Learning" (D. L. Hattingh). Summaries of the research activities of the IER and a list of 88 reports published in English and/or Afrikaans by the IER are included and an abstract in Afrikaans is also provided. (TJH) Geogr. source: South Africa Available in paper copy and microfiche. EDRS Price - MF01/PC13 Plus Postage. Report/ISSN: ISBN-0-7969-0627-0 ---70 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED294676 AUTHOR(s): Parker, Louise E. Lepper, Mark R. TITLE(s): The Effects of Fantasy Context on Children's Learning and Motivation. ERIC Issue: RIEOCT88 Date: 31 Aug 87 Description: 10p.; Paper presented at the Annual Meeting of the American Psychological Association (New York, NY, August 28-September 1, 1987). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: Examined were the effects on children's learning and motivation of the embedding of instructional materials in various fantasy contexts. Students in the third grade worked with graphics commands from the LOGO programming language under one of three conditions. In a control condition, students were given a series of abstract problems characteristic of traditional instructional methods. In two fantasy conditions, identical problems were presented within a fantasy problem-solving context. In one group, children were given their choice of three alternative fantasy contexts; in the other, children were assigned fantasies yoked to the choices of the other group. Students were tested on their knowledge of LOGO and several underlying geometric concepts before, immediately after, and 2 weeks after the experimental sessions. Both fantasy groups showed significantly greater knowledge of LOGO, but not of underlying concepts, than their no-fantasy counterparts. There were no differences between the two fantasy groups. Unexpectedly, girls outperformed boys on both tests. Implications regarding the use of motivational embellishments to enhance interest and promote learning are discussed. (Author/RH) Geogr. source: U.S.; California Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ---71 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED280719 AUTHOR(s): Lee, Okhwa Lehrer, Richard TITLE(s): Conjectures Concerning the Origins of Misconceptions in LOGO. ERIC Issue: RIEAUG87 Date: Apr 87 Description: 34p.; Paper presented at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987). Pub. Type: Reports - Research/Technical Opinions/Personal viewpoints/Position Papers/Essays Speeches, Conference Papers Abstract: Seven graduate students in a seminar on classroom computing received instruction in LOGO programming. Programming protocols were collected periodically and examined for errors and misconceptions; in-depth interviews were conducted in order to understand specific misconceptions better. As novice students transit from instruction to experience in LOGO, they develop a systematic set of misconceptions concerning the flow of control in programs. These misconceptions result in programming errors including unnecessary repetition of statements, inadequate use of conditional statements, non-existent or inappropriate combination of Boolean operators, failure to initialize variables, and difficulty transferring simple recursive structures developed in the graphics mode to the list processing mode. In addition, students with prior programming experience in BASIC inappropriately attempt to superimpose the iterative FOR...NEXT loop of this language onto recursion in LOGO. The origins of these misconceptions are traced to general properties of cognition and also to specific instructional practices. Four recommendations for instructing novices in LOGO are included. (Author/MNS) Geogr. source: South Korea Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Target aud.: Researchers Teachers Practitioners ---72 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED285656 AUTHOR(s): Cameron, Catherine Ann And Others TITLE(s): Some Academic Correlates of Ambiguity Detection in Primary School Children. ERIC Issue: RIEJAN88 Date: Apr 87 Description: 38p.; Paper presented at the Biennial Meeting of the Society for Research in Child Development (Baltimore, MD, April 23-26, 1987). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: This longitudinal research examines the development of literacy skills in the context of an educational microcomputer implementation conducted to evaluate word processors and LOGO as tools for cognitive enrichment. Three classes including 87 children in Fredericton, New Brunswick, Canada are being followed from first- through third-grade. One class received 5 hours of writing and mathematics enrichment per week and had access to microcomputers with word processing software; a comparison class received the enrichment without computers; and a nonintervention control class received only baseline tests and traditional lessons. At the beginning of the first year of the study, general intellectual functioning, verbal skills, and cognitive style were assessed. Bonitatibus and Flavell's (1985) ambiguity detection task was used as an indicator of metalinguistic performance. Cloze-rated reading comprehension and standardized writing samples were collected periodically. Analysis of data collected during the children's first year in school revealed relationships between ambiguity detection and psychometric subject variables and school performance indicators. Ambiguity detection was related to general intellectual function, certain verbal skills, and cognitive style. A significant relationship was found between ambiguity detection and reading comprehension. Reading, in turn, was related to psycholinguistic measures of writing. Additional analyses suggest the need for further study of the relationship between writing and ambiguity detection. Examples of the texts produced by the children and an analysis of the cloze passage are provided in Appendix A and B, respectively. (RH) Geogr. source: Canada; New Brunswick Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. ---73 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED287442 AUTHOR(s): Seidman, Robert H. TITLE(s): Research on Teaching and Learning Computer Programming Symposium. ERIC Issue: RIEMAR88 Date: Apr 87 Description: 15p.; Paper presented to Symposium (15.03) at the Annual Meeting of the American Educational Research Association (Washington, DC, April 20-24, 1987). Pub. Type: Opinions/Personal viewpoints/Position Papers/Essays Reports - Research/Technical Speeches, Conference Papers Abstract: Four conference papers are reviewed in this introduction to a symposium. The first paper is by Clements and Merriman, who make a case for the reflection of Steinberg's information processing componential model of cognitive processes in the LOGO language and computational environment; present a series of experiments that attempted to tailor the environment to aspects of the theoretical model and to assess transfer of componential and metacomponential skills; and speculate on how to structure an ideal LOGO environment to facilitate transfer of cognitive skills. In the second paper, Perkins, Schwartz, and Simmons report their findings from interviews with naive BASIC programmers, including their need for a mental model of the computing process, lack of good problem solving strategies, and problems in personal confidence and control. A metacourse designed to teach metacognitive skills is proposed to address these problems. Fay and Mayer, in the third paper, argue that LOGO mastery is affected by the cognitive misconceptions of naive learners, and provide a computational model of such misconceptions. In the final paper, Webb and Lewis confirm that group learning of programming has positive results and propose a metacourse to promote efficacious group behavior. (MES) Geogr. source: U.S.; New Hampshire Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Researchers ---74 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED284539 AUTHOR(s): Wilson, Thomas C., Ed. TITLE(s): MACUL '87 Proceedings. Selected Papers. Annual Conference of the Michigan Association for Computer Users in Learning (Detroit, Michigan, March 26-27, 1987). ERIC Issue: RIEDEC87 Date: Mar 87 Description: 65p. Pub. Type: Collected works - Proceedings Opinions/Personal viewpoints/Position Papers/Essays Reports - Descriptive - Program/Project descriptions Abstract: Selected from presentations made at the 1987 conference of the Michigan Association for Computer Users in Learning (MACUL), the 13 papers in this proceedings address topics related to computer applications, computer literacy, and software applications: (1) "Keys to Programming Success for College Students" (Henry S. Austin); (2) "Electronic Spreadsheet Applications for Classroom Administration" (Gerald L. Beebe); (3) "Toward the Compleat Latin Computer Classroom" (Robert L. Black); (4) "Computer Curriculum Guide: A Developmental Process" (Gloria J. Earl); (5) "The Computer Literacy Debate" (Paul Kofi Egbo and Carol E. Bacek); (6) "Logo in the Outside World" (Mark Guzdial); (7) "Video Job Center" (Ray Hoag); (8) "Computer to Computer Communication" (Richard G. Lewandowski); (9) "Computers and the Arts" (Scott Michael Lis); (10) "An Educator's View of Software Piracy" (Sharon Octernaud); (11) "Michigan Occupational Data Analysis System--Assessment Systems" (Chris M. Olson and Carol E. Culpepper); (12) "Data Management to the Aid of Discovery" (Mike Rains); and (13) "Bibbits, Gribbits and Other Logical Things for Grades 1-3" (Charlotte Scherer). (MES) Geogr. source: U.S.; Michigan Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Target aud.: Practitioners ---75 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED306125 AUTHOR(s): Lehrer, R. And Others TITLE(s): Inquiry-Based Instruction of Pre-Proof Geometry with Logo. ERIC Issue: RIESEP89 Date: ^Jan 87 Description: 15p.; Drawings may not reproduce well. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: This material describes a sequence of inquiry-based instruction with Logo that is designed to teach young children (fourth grade or younger) about pre-proof geometry. Pre-proof geometry includes concepts such as open versus closed paths, angles, lines, polygons, and relations among polygons. Inquiry-based instruction relies upon questions to help a student reflect upon actions. The curriculum is informed by the van Hiele model of thinking in geometry. Logo provides a concrete medium to help children make transitions from visually oriented thought to more descriptively oriented thought. Each instructional session is divided into declarative and procedural interpretations of concepts. Declarative interpretations present the basic facts required to distinguish between instances and non-instances. In contrast, procedural interpretations specify how to create an instance of the concept. The first three lessons are reviews of essential Logo concepts. Fourteen additional sessions for Logo instruction are included. Questions are provided in each session. (YP) Geogr. source: U.S.; Wisconsin Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Teachers Practitioners ---76 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED287453 AUTHOR(s): Missiuna, Cheryl And Others TITLE(s): Development and Evaluation of the "Thinking with LOGO" Curriculum. ERIC Issue: RIEMAR88 Date: Jan 87 Description: 40p. Pub. Type: Reports - Research/Technical Abstract: This report describes a curriculum for the transfer of problem solving skills from the LOGO computer programming environment to the real world. This curriculum is being developed in the Calgary, Alberta, Canada schools for children in grades 1-6. The completed curriculum will consist of six units, one to be taught at each grade level: (1) "Orientation in Space," which introduces first grade pupils to the use of systematic search strategies as a method of exploring their world; (2) "Organization," for grade 2, which emphasizes the organization of information in order to develop a plan; (3) "Comparison," which focuses on the skill of comparative behavior for third-grade students; (4) "Analytic Perception," for grade 4, is still in progress; (5) "Inductions," for grade 5, which teaches strategies for identifying patterns and discerning relationships among objects or events; and (6) "Deduction," is still in progress, for students in grade 6. An outline of a typical lesson is provided, including the introduction, independent student activity, discussion and summary, and a statement of metacognitive strategy and generalization. A pilot project undertaken to evaluate the effectiveness of the curriculum is also described. The subjects were a total of 231 third- and fifth-grade students, who were administered a pretest to measure cognitive abilities and assigned to one of three treatment groups: (1) the "Thinking with LOGO" curriculum; (2) the traditional LOGO curriculum; and (3) a control group. Comparison of pre- and posttest scores on the verbal subtests of the Canadian Cognitive Abilities Test showed mean improvements for both of the LOGO groups in the third grade and all three groups in the fifth grade, but significant differences in the magnitude of the improvements were not obtained. Limitations of the study are discussed, and recommendations for future research are offered. A 28-item reference list is provided. (MES) Geogr. source: Canada; Alberta Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Target aud.: Policymakers ---77 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED285136 AUTHOR(s): Blanchard, Jay S. And Others TITLE(s): Computer Applications in Reading. Third Edition. ERIC Issue: RIEJAN88 Date: 87 Description: 208p.; For previous editions, see ED 173 771 and ED 249 483. Pub. Type: Book Abstract: Intended as a reference for researchers, teachers, and administrators, this book chronicles research, programs, and uses of computers in reading. Chapter 1 provides a broad view of computer applications in education, while Chapter 2 provides annotated references for computer based reading and language arts programs for children and adults in classroom and clinic settings, including LOGO, cloze procedure, language experience approach, special education, spelling, Native American education, and English as a second/foreign language. Chapter 3 introduces the reader to software evaluation guidelines and criteria, including references about the development of computer based reading programs and projects. Chapter 4 reviews computer based research on teaching reading, reading assessment, and psychological and physiological aspects of the reading process. Chapter 5 presents references on word processing, writing, and reading, and Chapter 6 offers explanations for the puzzling questions surrounding computer based readability and text analysis. References to computer based activities in reading readiness and beginning reading are presented in chapter 7, while chapter 8 discusses computer managed reading instruction. Chapter 9 details advances in computer based speech technology and reading instruction and the focus in chapter 10 is on text legibility and computers. Chapter 11 provides references about recent developments with CD ROMs (Compact Disk Read Only Memory) and CDIs (compact disk interactive), and chapter 12 summarizes by speculating on the importance of other emerging applications in computer based reading, such as simulations, artificial intelligence, programming and authoring systems, telecommunications and satellite communications, and robots. Two appendixes list companies that produce software and describe integrated learning systems that contain reading and language arts software. (SKC) Geogr. source: U.S.; Delaware Available in paper copy and microfiche. EDRS Price - MF01/PC09 Plus Postage. International Reading Association, 800 Barksdale Rd., PO Box 8139, Newark, DE 19714-8139 (Book No. 785, $7.00 member, $10.50 nonmember). Report/ISSN: ISBN-0-87207-785-3 ---78 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED342176 AUTHOR(s): Weir, Sylvia TITLE(s): Cultivating Minds: A Logo Casebook. ERIC Issue: RIEJUL92 Date: 87 Description: 271p. Pub. Type: Book Abstract: This book describes the nurturing of a variety of learning styles through the use of the Logo programming approach, especially for persons with special needs. The book interweaves case descriptions of microcomputer uses with theoretical analysis, to provide educators with a framework for thinking about their students' thinking. Descriptions of the computer work of average and above average students mingle with accounts of the computer work of children with problems, exploring ways of using computers to build computational environments that match individual needs and learning styles. The book emphasizes using the computer as an information prosthesis, and describes how teachers can understand more about how a student learns through observation of students engaged in Logo activities. Chapter titles are as follows: "Structured Discovery," "The Computer as Empirical Window," "A Changing Context for Learning," "A Contrasting Style of Reasoning," "Beyond the Information Given," "Autism and the Computer," "Metaknowledge," "Sources of Change," "Building Good Artifacts That Structure 'Messing About'," "Visual Narratives," "Logo and Individual Working Style," "Individual Working Style and Academic Failure," "Learning Disability and Spatial Curricula," "A Structured Environment for Autistic Children," "Autism and Cognitive Themes," "Educating the Physically Disabled," "Determination and a Will To Achieve," "Assessing the Cognitive Effect of Cerebral Palsy," "Learning Potential," and "Teachers and the Developing Logo Culture." (Approximately 160 references) (JDD) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC11 Plus Postage. Harper & Row, Publishers, Inc., 10 East 53rd St., New York, NY 10022 ($22.00). Report/ISSN: ISBN-0-06-046991-9 Target aud.: Practitioners ---79 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED291515 AUTHOR(s): Hoot, James L. Kimler, Michele TITLE(s): Early Childhood Classrooms and Computers: Programs with Promise. ERIC Issue: RIEJUL88 Date: 87 Description: 3p. Pub. Type: Information Analyses - State of the Art - ERIC Information Analysis Guides/Methods/Techniques - Non-classroom Use Abstract: Word processing and the LOGO programing language are two microcomputer applications that are beginning to show benefits as learning tools in elementary school classrooms. Word processing packages are especially useful with beginning writers, whose lack of motor coordination often slows down their acquisition of competence in written communication. Software developed for beginning writers can: (1) provide learners with visual, motor, and even auditory support; (2) encourage learners to write more by minimizing mechanical drudgery; (3) encourage writers to focus on content rather than form; (4) increase the likelihood of revision; (5) provide learners with letter-quality output, which encourages sharing of writing; (6) promote social interaction, by making writing visible to passersby; (7) make writing appealing for special needs children; and (8) encourage positive attitudes toward learning. Researchers believe that while the graphics-oriented programing language LOGO does not teach the planning skills necessary for programing, it can help young learners by: developing problem-solving abilities; facilitating learning of mathematical concepts; and encouraging collaboration, social development, creativity, spatial relation development, and overall cognitive development--especially in special needs children. Teachers who understand both the power and limitations of these programs for children make the most effective use of both LOGO and word processing software. (SKC) Geogr. source: U.S.; Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Contract no.: OERI-400-86-0023 ---80 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED304325 TITLE(s): East Coast Logo Conference '87 Proceedings (Arlington, Virginia, April 2-4, 1987). ERIC Issue: RIEJUL89 Date: 87 Description: 247p.; Small print and drawings may not reproduce well. Pub. Type: Collected works - Proceedings Abstract: A total of 59 papers are compiled into these proceedings. The papers are organized alphabetically by each author's last name. A directory of speakers' names and addresses is included. In the index of this publication, papers are listed by session. General sessions are listed first, followed by 21 regular sessions: (1) "Logo and Music"; (2) "Logo Interactions"; (3) "Logo: FD to the Future"; (4) "Logo Connections"; (5) "Logo Environments"; (6) "Secondary Logo Integration"; (7) "Logolike Software and Other Compelling Media"; (8) "Special Goldenberg Session"; (9) "Building with Logo"; (10) "Logo and Robotics"; (11) "Logo in the Early Years"; (12) "Logo International"; (13) "Special Session: Vertical Logo Integration"; (14) "Elementary and Middle School Curriculum Applications for Logo"; (15) "Communicating through a Keyboard"; (16) "Thresholds and Ceilings"; (17) "Student Presentations"; (18) "Microcomputer Based Laboratories"; (19) "From the Classroom"; (20) "The Big Picture"; and (21) "Student Activities." There are nine "paper sessions" included. (YP) Geogr. source: U.S.; Oregon Available in paper copy and microfiche. EDRS Price - MF01/PC10 Plus Postage. Report/ISSN: ISBN-0-88736-195-1 Target aud.: Teachers Researchers Practitioners ---81 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED291574 AUTHOR(s): Linton, M. J. And Others TITLE(s): A Classification Metric for Computer Procedures in a Structured Educational Environment. ERIC Issue: RIEJUL88 Date: 87 Description: 14p.; Figures 1 and 3 contain marginally legible print. Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: Use of a computer programming language in problem-solving activities provides an opportunity to examine how young children use a restricted set of language primitives. The generation, and execution of computer instructions was used as a verification stage in the problem-solution process. The metric is intended to provide a descriptive classification, and thus allow simple comparisons of productions. Procedures are assigned a cumulative score for: (1) lines of code in the procedure; (2) unique Logo operators; (3) arithmetic operators; and (4) correct procedure definition. When appropriate, points are subtracted for failure to use either primitive operators that simplify structure or arithmetic operators that reduce procedure length. The data were collected during twenty 1.5-hour weekly sessions. Twelve children (age 7 years 8 months) participated as volunteers. The children were selected unsystematically from a larger group who had participated in a "writing workshop" program, where each child had at least six hours of use of a word processor. Scores were derived for all procedures generated in the workshop. The relation between these scores and other measures of performance, specifically, with a Piagetian measure of horizontal/vertical coordination are discussed. In addition, documentation of methodology and the support materials are presented. (Author/PK) Geogr. source: Canada; New Brunswick Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Researchers Practitioners ---82 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED281163 AUTHOR(s): Strickland, Dorothy S. And Others TITLE(s): Using Computers in the Teaching of Reading. Computers in the Curriculum Series. ERIC Issue: RIESEP87 Date: 87 Description: 240p.; Foreword by George E. Mason. Pub. Type: Book Abstract: Noting that the proliferation of computers in the schools requires teachers to know the best ways to use them, this book shows how the computer can be used in a reading and language arts curriculum as tool, tutor, and tutee with currently available software. Chapter one defines the reading process in terms of its relationship to background experiences and language cue systems and, based on this definition, describes the productive use of computers. Chapters two and three describe how the computer can be used as a writing tool and a teacher's tool in a reading and language arts curriculum. Chapters four and five delineate how the computer can be used as a tutor--for drill and practice and through interactive reading and writing software packages. Chapter six discusses computer use as a tutee and software programs that students can manipulate as well as two programming languages, LOGO and BASIC, for reading and thinking skill development. Chapter seven introduces practical considerations for organizing and evaluating computer programs. Finally, chapter eight discusses critical issues and trends related to the computer and the teaching of reading and language arts. A guide to resources providing software and computer-related information is appended. (SRT) Geogr. source: U.S.; New York Not available from EDRS. Document Not Available from EDRS. Teachers College Press, 1234 Amsterdam Ave., New York, NY 10027 ($16.95). Report/ISSN: ISBN-0-8077-2823-3 Target aud.: Teachers Administrators Practitioners ---84 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED284678 AUTHOR(s): Carver, Sharon McCoy TITLE(s): Transfer of LOGO Debugging Skill: Analysis, Instruction, and Assessment. ERIC Issue: RIEDEC87 Date: 22 Dec 86 Description: 135p.; Ph.D. Dissertation, Carnegie-Mellon University. Pub. Type: Dissertations/Theses - Doctoral Reports - Research/Technical Abstract: This dissertation seeks to determine the extent to which learning debugging in the context of LOGO programming improves children's debugging in other programming and nonprogramming contexts. The approach involves detailed task analysis of debugging (in the form of a computer simulation model), development of model-based instructional guidelines for teaching children debugging skills they do not learn "by discovery," and assessment of the debugging skills children are able to transfer to other programming and nonprogramming tasks. Twenty-two 8- to 11-year-old students took two 25-hour LOGO courses. Half of the students were taught debugging in the context of a LOGO graphics course first and then a LOGO list-processing course. The other half were taught debugging in the same two mini-courses, but in the reverse order. The performance of children taking tests in the first mini-course was compared with the performance of children taking the same tests in the second mini-course. Assessments of students' debugging skills revealed that the debugging strategies learned from explicit instruction in the first computer programming mini-course had a positive impact on children's debugging in both new programming and nonprogramming situations. (Author/PCB) Geogr. source: U.S.; Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC06 Plus Postage. Grant No.: NSF-MDR-8554464 ---85 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED280460 AUTHOR(s): Pollard, James TITLE(s): Ideas for Integrating the Microcomputer with Elementary Instruction. Activity Descriptions from the Forum Series (Portland, Oregon, October-November, 1986). ERIC Issue: RIEAUG87 Date: Nov 86 Description: 39p.; A product of the Technology Program. Pub. Type: Collected works - Proceedings Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: In October and November 1986, the Northwest Regional Educational Laboratory (NWREL) sponsored a series of forums for elementary teachers to share ideas about the use of computers in the classroom. During the forums, each teacher took from 15 to 30 minutes to explain how he or she taught the lesson that was being shared. The informality of the sessions allowed interaction among the participants throughout the presentations, with many ideas spinning off from the one being presented. Applications described included the use of: (1) a word processor, Magic Slate, to write and illustrate a book; (2) a database management system, PFS:File, for multicultural education; (3) a computer simulation, Island, to study geography; (4) Mastertype, courseware in an arcade game format, for keyboard instruction; (5) the programming language, Logo, to teach basic programming skills; and (6) a database program, Book Worm, to do online book reports. Specifics such as grade, ability levels, and hardware arrangement are given for each project. Brief descriptions are also provided for each project, and additional materials are included for PFS:File and Book Worm. (MES) Geogr. source: U.S.; Oregon Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Contract no.: 400-86-0006 Target aud.: Practitioners ---86 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED296702 AUTHOR(s): Perkins, D. N. And Others TITLE(s): Nontrivial Pursuit: The Hidden Complexity of Elementary Logo Programming. Technical Report. ERIC Issue: RIEDEC88 Date: Aug 86 Description: 29p. Pub. Type: Reports - Research/Technical Abstract: The thinking processes of students of Logo were examined to identify programming problems and possible instructional remedies. Subjects were 11 students between the ages of 8 and 12 who had completed 5 weeks of Logo instruction. These students were given a series of five short programming problems highlighting such areas of difficulty as judging angles, deciding on the directions of turns, using a variable, and using a subprocedure. The data collected included notes taken by the experimenter recording program errors, attempted repairs, and code written by students. A coding system was used to provide a measure of students' successes and errors in terms of the number of elements in a program they programmed correctly and their problem-solving efforts. The success rate in terms of elements correct was high, but success in terms of programs running successfully was lower, and a number of problems with what might be considered trivial aspects of Logo were recorded. A few students evinced serious problems with understanding tasks involving variables and a subprocedure. Possible explanations for the challenge of trivial elements of programming include: (1) the conjunctivity effect of minor problems; (2) a shortfall in elementary problem-solving strategies; (3) difficulty in discriminating concepts with superficial similarity; and (4) domain and domain operation problems. It is concluded that many trivial elements of Logo pose genuine conceptual difficulties, a problem that instruction must face and resolve. (25 references) (MES) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Report/ISSN: ETC-TR86-7 Contract no.: 400-83-0041 Target aud.: Researchers ---87 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED270213 AUTHOR(s): Strand, Elizabeth And Others TITLE(s): A Descriptive Study Comparing Preschool and Kindergarten LOGO Interaction. ERIC Issue: RIEOCT86 Date: 19 Apr 86 Description: 54p.; Paper presented at the Annual Meeting of the American Educational Research Association (70th, San Francisco, CA, April 16-20, 1986). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: Aware of some educators' concerns that computers isolate children and are too abstract for chilren under the age of eight, two studies investigated young children's use of LOGO and their interactions with the computer. Data were collected on kindergartners working in a public school computer lab and on preschoolers using computers in a university-based computer classroom. Using a case study approach, the analysis focused upon what two kindergarteners and two preschoolers said and did while computing. The findings revealed that for the kindergarten children, LOGO facilitated collaborative behavior and enhanced the expression of social and language skills. For the preschoolers, LOGO encouraged highly focused task-related behavior, but did not invite collaborative learning. (Author/HOD) Geogr. source: U.S.; Texas Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Target aud.: Researchers ---88 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED268774 AUTHOR(s): de Bernard, Ann Evans Ferber, Gloria P. TITLE(s): The Teaching/Learning Process of Handicapped Children in the Microcomputer Environment. ERIC Issue: RIESEP86 Date: Apr 86 Description: 43p.; Paper presented at the Annual Convention of the Council for Exceptional Children (64th, New Orleans, LA, March 31-April 14, 1986). Pub. Type: Speeches, Conference Papers Reports - Research/Technical Abstract: The paper reports observations from a 2-year investigation of teaching/learning processes as they occurred during microcomputer instruction in three special education schools. Factors in the learner and/or learning environment are analyzed for their effects on the development of problem solving strategies. Part 1 reports observations of behavior of 212 3-to-12-year-olds with language or cognitive impairments in three microcomputer environments (instructional software, Logo, and teacher mediated learning). Behaviors were classified according to a scheme of cognitive distancing. Findings revealed relationships between age and level of cognitive distancing for all treatments, and between treatment and level of cognitive distancing for all ages. Part 2 of the study examined the realtionship between performance in Logo instruction and level of cognitive development from a perspective based on L.S. Vygotsky's theories. A concept attainment task was administered to 15 Ss randomly selected from the larger group targeted for observation. Behaviors on this task were compared to behaviors demonstrated by Ss during interactions with Logo. Results suggested a strong relationship between level of cognitive development and ability to profit from Logo instruction. (Author/CL) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. ---89 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED280245 AUTHOR(s): Harckham, Laura D. TITLE(s): The Impact of Microcomputer Instruction on Handicapped Students: Second Year Findings. ERIC Issue: RIEAUG87 Date: Apr 86 Description: 10p.; Paper presented at the Annual Convention of the Council for Exceptional Children (64th, New Orleans, LA, March 31-April 4, 1986). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: This final report presents a summary and second-year findings of a 2-year project designed to measure the effectiveness of microcomputer instruction on reading and mathematics skills, classroom behavior, general cognitive development, and problem-solving ability of 700 disabled students (ages 3-11) enrolled in four special education schools in New York State. Subjects were exposed to one of three treatment conditions (teacher-directed learning, instructional software, and LOGO) for three 30-minute periods per week over seven months. Analysis of pretest and posttest measures indicated that computer instruction, in the form of either LOGO or instructional software treatments, produced no significant effects related to the behavior, achievement, problem-solving ability, or general cognitive ability of handicapped students. (JW) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. ---90 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED276532 AUTHOR(s): Emihovich, Catherine Miller, Gloria E. TITLE(s): Talking to the Turtle: A Discourse Analysis of Logo Instruction. ERIC Issue: RIEAPR87 Date: Apr 86 Description: 30p.; Revised version of a paper presented at the Annual Meeting of the American Educational Resarch Association (67th, San Francisco, CA, April 16-20, 1986). Research was partially supported by a Research and Productive Scholarship grant from the University of South Carolina. Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: Papert (1980) contended that the value of the Logo computer program lies in its ability to allow children to take control of their own learning processes and to acquire skills and concepts independently of a stifling curriculum generated by adults. It is argued here that Papert's ideas are preserved when teachers' modelling of cognitive strategies helps mediate children's internalization of abstract concepts and provides them with the knowledge of strategies necessary for independently thinking through Logo problem solving tasks. This paper examines how the recorded discourse structure of some Logo lessons illustrates a teacher's use of mediated strategies to facilitate the shift in children's development from regulation by others to self-regulation of cognitive processes. A discourse analysis of Logo lessons given to two pairs of 5-year-old children revealed that elicitations of both teacher and child decreased over time as the children gained greater mastery; teacher directives decreased as peer collaboration increased; responses of children to metacognitive prompts remained stable; and children's talk became increasingly task-oriented. It is concluded that for children to learn Logo successfully, careful structuring of the teaching process may be required. (Author/RH) Geogr. source: U.S.; South Carolina Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. ---91 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED279311 AUTHOR(s): Kuschner, David TITLE(s): "This Computer Gives You a Hard Bargain": Is It Conflict or Frustration When Software Won't Let You Change Your Mind? ERIC Issue: RIEJUL87 Date: Apr 86 Description: 17p.; Paper presented at the Annual Convention of the American Educational Research Association (San Francisco, CA, April 16-20, 1986). Pub. Type: Reports - Evaluative/Feasibility Speeches, Conference Papers Abstract: This study focused on the cognitive conflicts experienced by young children in using software programs that provided them with tools to create and/or combine individual graphic elements into larger structures. Six 5-year-old children, none with prior computer experience, were observed using three programs--Kids at Work, Picture Perfect, and Springboard. Through 12 sessions, each child spent 15 to 20 minutes per week interacting with the microcomputer and the same program. Observations revealed several types of conflict caused by software constraints when a child began to build a conceptual picture: only one of the programs (Kids at Work) allowed the children to rearrange what they had already done; none of the programs allowed the children to change the direction faced by individual graphics after they had been put in place; the children did not at first understand the "color fill" function of Picture Perfect and there was no way to correct their mistakes. These results suggest that the constraints of these particular software programs short-circuited the children's interest in and attention to that experience. It is concluded that if software for young children is to maximize their cognitive development, it should provide an opportunity for the child to exercise his intentions, reflect on the results of his actions, and subsequently revise these intentions/actions. The Logo programming language and software which emphasizes kinetic movement are cited as two types of software that might facilitate cognitive development. Fourteen references are provided. (BBM) Geogr. source: U.S.; North Dakota Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Researchers ---92 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED276411 AUTHOR(s): Emihovich, Catherine Miller, Gloria E. TITLE(s): Verbal Mediation in Logo Instruction: Learning from a Vygotskian Perspective. ERIC Issue: RIEAPR87 Date: Apr 86 Description: 11p.; Paper presented at the Annual Meeting of the American Educational Research Association (67th, San Francisco, CA, April 16-20, 1986). Pub. Type: Opinions/Personal viewpoints/Position Papers/Essays Speeches, Conference Papers Abstract: This brief review of how computers are currently being used and studied in the schools stresses ways in which computers will be used to enhance learning and development, and the need for research on computer learning to consider the multi-functional uses of computers in various contexts, instead of seeing it as a medium with a single effect on learning. A mediational approach based on research with first grade children learning Logo is suggested, and it is argued that any research on computer usage needs to employ a multi-layered approach accounting for: (1) value questions concerning learning content; (2) the social context in which computers are placed; and (3) theoretical principles explaining the process of learning with computers. The choice of Logo for research on learning and development and the structuring of Logo instruction to take into account both the social context of learning and theoretical principles are explained, and the learning environment created through Logo is described in the context of Vygotsky's work and its relationship to the field of metacognition. It is concluded that the value of Logo lies in its propensity to give children a feeling of success; however, it is felt that the implementation of a full-blown computer curriculum for Logo complete with workbooks and how-to instruction would be premature, and that researchers need to use both naturalistic and experimental methods to sort out effects of learning on different types of learners in different contexts. (DJR) Geogr. source: U.S.; South Carolina Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Researchers ---93 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED269916 AUTHOR(s): Montague, Elaine C. TITLE(s): The Motor Specialist and Classroom Teacher Team with Logo. ERIC Issue: RIEOCT86 Date: Apr 86 Description: 24p.; Paper presented at the Annual Convention of the Council for Exceptional Children (64th, New Orleans, LA, March 31-April 4, 1986). Pub. Type: Speeches, Conference Papers Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: The paper describes a Logo environment designed by an occupational therapist to help 10 disabled students (6-9 years old) explore relative distance, directionality, and spatial relations. The program's goals include enhancing students' language development, planning skills, decision making, risk taking, and problem solving. Logo is briefly reviewed, and procedures for implementing the specific Logo environment noted. Two programs featured (1) abstract on-screen problem solving preceded by concrete physical activities and (2) a sequence of mazes. Teacher and student evaluation data are noted and guidelines are presented for replicating this type of project. (CL) Geogr. source: U.S.; New Mexico Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Practitioners ---94 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED280449 TITLE(s): Informatics and Education. A First Survey of the State of the Art in 43 Countries. ERIC Issue: RIEAUG87 Date: Feb 86 Description: 287p. Pub. Type: Reports - Research/Technical Reports - Descriptive - Program/Project descriptions Abstract: Noting that this digest is only an indication of trends, not a detailed analysis, this report summarizes information on computer applications in primary and secondary education, including technical and vocational training, in 43 countries. The information was obtained from surveys made for differing purposes, monographs produced for various bodies, and reports prepared for meetings and conferences. The summary reviews the subject under two main headings: project policies and their economic considerations, and their educational significance. The first section discusses the existence and content of national policies on informatics, the institutional arrangements set up as a result of the policies, and the financial and technological investments that have been made. The second section deals with types of computer applications at the various educational levels, software and teacher training, and attempts to identify trends for each level of education--primary, secondary, technical, vocational, higher education, and informal education. The range of research activities reported is summarized under six headings: (1) Logo applications; (2) computers in special education; (3) general educational research; (4) subject teaching; (5) language teaching; and (6) computer processing of national languages. The third section, which constitutes over half of the report, presents summaries of data for the 43 countries studied, including data on the school population, educational budget, structure of the educational system, computer policies, computer applications, and research activities of each country. (DJR) Geogr. source: France Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Report/ISSN: ED-86/WS/9 ---95 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED318443 TITLE(s): LOGO K-12. ERIC Issue: RIESEP90 Date: 86 Description: 443p. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: This curriculum guide presents lessons in the use of the LOGO programing language for students at all grade levels. The first section contains 19 lessons for the early childhood level, covering topics such as how computers work, directionality and moving the turtle, and creating designs. The 76 lessons for grades K-6 that are described in the next section cover such topics as the history and uses of computers, keyboarding, following directions, moving the turtle, LOGO commands, editing in LOGO, creating designs, and creating and moving sprites. The third section presents 70 lessons for grades 7-12 on topics such as applications of computers, word processing, LOGO commands, recursive programming, using variables, creating designs, LOGO programs, writing with LOGO, LOGO sounds and music, random procedures, and function machines. Performance objectives, vocabulary, motivation, aim, development, application, summary, and exercises are included for most lessons. The appendixes include a discussion of computers and special education students; and a glossary of computer terms. (MES) Geogr. source: U.S.; New York Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. New York City Board of Education, Curriculum Unit, P.S. 206, Room 310, Neck Road and East 22nd Street, Brooklyn, NY 11229. Report/ISSN: ISBN-0-88315-795-0 Target aud.: Teachers Practitioners ---96 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED317204 AUTHOR(s): Michaud, Pierre And Others TITLE(s): Incidence de la connaissance d'une langue de programmation sur la conception et l'implantation des programmes d'etude. Etude effectuee dans les classes de langue francaise des conseils des ecoles separees de l'Ontario (The Impact of the Knowledge of a Programming Language on the Conception and Implementation of Courses of Study. Study Carried out in French Language Classes in the Council of Separate Schools in Ontario). ERIC Issue: RIEAUG90 Date: 86 Description: 260p. Pub. Type: Reports - Research/Technical Tests, Questionnaires, Evaluation Instruments Abstract: Students in certain French language schools in eastern Ontario took part in this initial experiment in the teaching of computer and electronic programing at the elementary school level. This project had three objectives for optimizing the pedagogical impact of these first attempts at teaching programing: (1) to describe the context of this initial experiment as fully as possible; (2) to analyze the curriculum in light of the theories underlying the teaching of programing; and (3) to conduct certain educational experiments so as to judge the impact of students' programing knowledge on learning. The research team studied the conditions prevailing in eastern Ontario schools in June 1984. The following summer, the team analyzed the curriculum to determine which aspects would benefit from students' knowledge of programing. Finally, two teaching experiments, in geometry and composition, were conducted during the 1984-1985 school year. In each case, the performance of students who knew how to program was compared to that of students who did not. A study of this magnitude permitted a number of observations. At the risk of oversimplification, the researchers noted: (1) the quality of available material and a certain anxiety on the part of teachers about teaching computers; (2) the teachers' observations on the perspectives offered by the LOGO software package; and (3) the problems involved in transferring the cognitive programing skills to other subjects. Appended materials include the interview guide and questionnaire for teachers, graphs displaying data on teacher attitudes, plans for a geometry lesson, and a test on the LOGO programing language. (26 references) (GL) Geogr. source: Canada; Ontario Available in paper copy and microfiche. EDRS Price - MF01/PC11 Plus Postage. MGS Publications Service, 5th Floor, 880 Bay Street, Toronto, ON, Canada M7A 1N8 ($13.75). Language: French Report/ISSN: ISBN-0-7729-2003-6 ---97 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED290461 AUTHOR(s): Nolan, Pat Ryba, Ken TITLE(s): Assessing Learning with LOGO. ERIC Issue: RIEJUN88 Date: 86 Description: 88p. Pub. Type: Guides/Methods/Techniques - Non-classroom Use Reports - Research/Technical Abstract: The first is a series of booklets which present a new model for assessing and developing the thinking processes in which learners engage as they work at each Logo level, this booklet focuses on the method for assessing learning at the levels of basic Turtle commands, repeats, and procedures. It contains all the necessary materials--checklists, assessment worksheets, and activities--for developing the six main thinking processes at each of these three levels. The thinking processes to be developed are identified as coding, exploration, prediction, analysis and planning, creativity, and debugging. The methods and activities have been especially designed to highlight the role of the educator as a facilitator of learning who guides students to reflect on their own thinking as they come into contact with powerful ideas at the beginning levels of Logo. All of the ideas and methods presented here can be applied with almost any version of Logo on any type of computer. While the reading age of the items is aimed at the upper primary and junior high levels, the activities, assessment tasks, and checklists were designed to be easily adapted for use at any educational level with both child and adult learners. (EW) Geogr. source: U.S.; Oregon Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. International Council for Computers in Education, University of Oregon, 1787 Agate Street, Eugene, OR 97403-1923 (1-4 copies $12.50 each, prepaid). Report/ISSN: ISBN-0-924667-31-1 Target aud.: Practitioners ---98 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED286715 AUTHOR(s): Corbosiero, Louis J., Jr. TITLE(s): The Teaching of Grade 7 Geometric Concepts Using LOGO. ERIC Issue: RIEFEB88 Date: 86 Description: 162p. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: This document provides activities that teach seventh grade geometric concepts by using the LOGO programming language. The entire package consists of the printed text and an accompanying diskette which is integral to the program. The package contains 17 lessons; all but two of the activities contain a pre-activity reading, a pre-activity written page, a computer activity, and a post-activity written page. The lessons deal with: (1) points in a coordinate plane; (2) the vocabulary of geometry; (3) angles; (4) circles; (5) bisecting segments and angles; (6) angle relationship; (7) perpendicular and parallel concepts; (8) polygons; (9) triangles; (10) quadrilaterals; (11) congruent polygons; (12) symmetry; (13) similar polygons; (14) solid figures; (15) transformations; (16) spirolaterals; and (17) a geometry review. Also included in the document is a LOGO dictionary and a LOGO bibliography. (TW) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC07 Plus Postage. Mr. Louis J. Corbosiero, Jr., Pollard Middle School, 200 Harris Ave., Needham, MA 02192 (package including diskette or diskette separately, $5.00). Target aud.: Practitioners ---99 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED282365 AUTHOR(s): Campbell, Donald S. And Others TITLE(s): Computer Aided Self-Instruction Training with Impulsive Deaf Students and Learning Disabled Students: A Study on Teaching Reflective Thought. Education and Technology Series. ERIC Issue: RIEOCT87 Date: 86 Description: 91p. Pub. Type: Reports - Evaluative/Feasibility Abstract: Two studies examined the effectiveness of self-instruction training via a specially developed computer program to modify the impulsive problem-solving behavior of 16 deaf and 10 learning disabled (aphasic) adolescents attending two special residential schools in Canada. In the control condition, students learned the Apple LOGO computing language and practiced problem solving on the computer. In the treatment condition, students were given the same exercises, but in addition given self-instruction training using the "REFLECT" computer program which was designed to elicit overt verbalization of thinking behavior and teach reflective problem-solving strategies. Deaf students participated for 12 weeks, aphasic students for 6 weeks. In the study with deaf students, group comparisons of dependent measures showed significant improvement in the treatment group on errors, global measures of impulsivity, and errors on the Matching Familiar Figures Test. An ordinal aptitude x treatment interaction was noted as was a trend toward transfer as measured by the self-control rating scale. In the shorter study with aphasic students, there was significant improvement in judges' evaluations of global characteristics of impulsivity. Other measures suggested the treatment group became more effective with the LOGO language than the control group. (DB) Geogr. source: Canada; Ontario Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. Publications Sales, The Ontario Institute for Studies in Education, 252 Bloor St. West, Toronto, Ontario, Canada M5S 1V6. Report/ISSN: ISBN-0-7729-1849-X --100 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED281490 AUTHOR(s): Baker, Patti R. Belland, John C. TITLE(s): Developing Spatial Skills with ExperLOGO on the MacIntosh. ERIC Issue: RIESEP87 Date: ^86 Description: 12p.; Paper presented at the Great Lakes Conference of the Educational Computer Consortium of Ohio (Cleveland, OH, May 7-9, 1986). Pub. Type: Information Analyses - State of the Art Opinions/Personal viewpoints/Position Papers/Essays Speeches, Conference Papers Abstract: Arguing that females need instruction in visuo-spatial skills before adolescence, when they begin to lag behind males in the development of these skills that are so strongly correlated with success in technical careers, this paper discusses the use of the three-dimensional and spherical graphics of ExperLOGO to develop spatial skills in students and teachers, and suggests how these activities can complement the curriculum. Topics discussed include recognizing the problem and some solutions to it, both of which are considered in the context of the literature, and the nature of appropriate activities for teaching visuo-spatial skills, including criteria that should be considered in selecting and developing such activities. It is concluded that new computer technologies and software such as ExperLOGO provide unique opportunities not only for the modeling and training of visuo-spatial skills, but also for the investigation of visually mediated learning and the development of visuo-spatial aptitude. A 27-item bibliography of pertinent literature and illustrations of the rotation of a two dimensional object on three axes are included. (MES) Geogr. source: U.S.; Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. --101 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED279305 TITLE(s): The National LOGO Exchange. The LOGO Newsletter for Teachers. Volume 4 (September 1985-May 1986). In: National Logo Exchange v4 n1-9 Sep-May 1985-86 ERIC Issue: RIEJUL87 Date: 86 Description: 159p.; For volumes 1-3, see ED 264 842. Pub. Type: Collected works - Serials Guides/Methods/Techniques - Classroom Use - Teaching Guides Reports - Descriptive - Program/Project descriptions Abstract: This document consists of nine issues of the National LOGO Exchange Newsletter (NLX). Each issue contains several articles as well as regular features and departments. The lead articles in this volume are entitled: (1) "Twenty Powerful Ideas" (Molly Watt); (2) "Multiple Turtles without Sprites" (James Hurley); (3) "Teachable Logo Moments: Jimmy Comes to Class" (Louise Robinson); (4) "Come to the LogoShow]" (Doris Schroeder); (5) "Sometimes Logo Teachers Should Teach" (Marge Stouffer); (6) "Logo Teaching: A Marriage of Theory and Practice" (Ceil Humphreys); (7) "Euler and the Turtle" (Judi Harris); (8) "Procedure Inputs: Local Variables or Not?" (Sharon Burrowes); and (9) "Logo Quilt: A Collaborative Learning Project" (Dan Watt and Molly Watt). Additional articles and information on Logo are presented under such headings as: NLXtra (a supplement to NLX); NLXionary (selected readings, Griff Wigley); NLXual Challenges (Robs Muir); From the Editor (Tom Lough); Logo Teacher Feature (Rebecca Poplin); Logo Disserts (dissertations dealing with Logo, Barbara Elias); Listful Thinking (Glen Bull and Paula Cochran); Teacher to Teacher (software reviews, Anne Cairns Federlein, James Fry, or Regina M. Bowden); Tipps for Teachers (Steve Tipps); Turtle Tips (Jane Toth and Donna Lanyi); and Q and A (Jim McCauley). Information about conferences, workshops or courses on Logo is also provided, as well as announcements of educational computing broadcasts and information for ordering Logo related publications, curriculum materials, and resource packets. (DJR) Geogr. source: U.S.; Virginia Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. The National LOGO Exchange, PO Box 5341, Charlottesville, VA 22905 ($25.00 for one-year subscription). Target aud.: Practitioners --103 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED273255 AUTHOR(s): Webb, Rosanna M. Karr-Kidwell, P. J. TITLE(s): An In-Service: Microcomputers and Their Practical Application Levels in the Educational Process. ERIC Issue: RIEJAN87 Date: ^86 Description: 15p. Pub. Type: Guides/Methods/Techniques - Non-classroom Use Abstract: Intended for both preservice and inservice teachers at all levels, the inservice workshop detailed in this report focuses on the computer as an educational tool that can be utilized without gaining an expertise in the inner workings and technicalities associated with the machinery. Related equipment and terminology is introduced informally to facilitate the hands-on experience, but historical and technical aspects of the microcomputer are not covered. The 2-hour session described covers microcomputers and their practical applications for instruction. This session is organized according to the following topics: computer hardware and program disks (30 minutes); the computer as a practical tool for instruction (60 minutes); and using the computer creatively (30 minutes). Goals and objectives for the workshop are given: (1) teachers will be able to identify input-output devices associated with the operation of a microcomputer; (2) teachers will be able to identify each mode of computer-assisted instruction and name at least one classroom application for each; and (3) teachers will be able to recognize some of the particular characteristics of three of the most common programming languages used in today's schools. Information on the content to be covered is provided for each topic, together with suggestions for handouts and/or activities; an annotated list of eight suggested readings is also provided. The concluding discussion notes the need for qualified personnel to assist teachers in areas covered in this workshop, and the need for ongoing education for teachers to improve their computer skills and alleviate their anxieties. Thirteen references are listed. (DJR) Geogr. source: U.S.; Texas Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Practitioners Teachers Administrators --105 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED267753 AUTHOR(s): Simonson, Michael R., Ed. And Others TITLE(s): Proceedings of Selected Research Paper Presentations at the 1986 Convention of the Association for Educational Communications and Technology and Sponsored by the Research and Theory Division (Las Vegas, NV, January 16-21, 1986). ERIC Issue: RIEAUG86 Date: Jan 86 Description: 848p.; For individual papers, see IR 012 122-168. For an earlier proceedings, see ED 256 301. Pub. Type: Collected works - Proceedings Opinions/Personal viewpoints/Position Papers/Essays Reports - Research/Technical Abstract: Current issues in educational communications and technology are addressed in this collection of 47 papers, in which research reports dominate. Topics discussed include factors related to the learner, e.g., problem-solving skills, motivation, comparison of instructional design strategies, effects of organizational cues and text layouts, and learning strategies. Several papers examine innovative educational media such as interactive video, electronic mail, teletraining, computer-assisted instruction, computer-generated text, simulations, and microcomputers. Additional papers discuss the use of cable television in higher education, noncommercial FM radio stations, instructional television services, use of bulletin boards and electronic mail in distance education, evaluation of media support services, user attitudes toward computers, and effects of Logo instruction. References and data tables are included with many papers. Cumulative indexes of authors and descriptors covering the first eight volumes of conference proceedings (1979-1986) for the Research and Theory Division of the Association for Educational Communications and Technology are included. (JB) Geogr. source: U.S.; Nevada Available in paper copy and microfiche. EDRS Price - MF05/PC34 Plus Postage. Target aud.: Researchers --106 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED267788 AUTHOR(s): Rieber, Lloyd P. TITLE(s): The Effect of Logo on Young Children. ERIC Issue: RIEAUG86 Date: Jan 86 Description: 38p.; Paper presented at the Annual Convention of the Association for Educational Communications and Technology (Las Vegas, NV, January 16-21, 1986). For entire proceedings, see IR 012 121. Pub. Type: Reports - Research/Technical Speeches, Conference Papers Tests, Questionnaires, Evaluation Instruments Abstract: This study was conducted to determine whether young children, given the experience of Logo programming, would acquire problem-solving skills and be able to transfer those skills to other areas. The study also investigated Logo's effectiveness in teaching certain fundamental geometric concepts to children who were supposedly not developmentally ready for such materials. Subjects included 25 second grade students from a public elementary school in New Mexico. Treatment consisted of each child receiving approximately 1 hour of Terrapin Logo programming on an Apple microcomputer each week for three weeks. The structure of the programming experience was based on a guided discovery approach; participants were allowed much freedom in their programming choices, yet they were motivated to pursue formal stage thought patterns using a carefully planned positive reinforcement technique. A problem solving measure and a geometric paper-and-pencil test were administered in a pretest-posttest design to the experimental group and to another second grade class in the same district which did not receive any Logo experience. The experimental group showed statistically significant results on both measures, while the control group showed no significant change on either. A list of references, one data table, and two appendices containing sample instructional materials and tests are provided. (Author/JB) Geogr. source: U.S.; Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Target aud.: Researchers --107 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED277349 TITLE(s): Technology Report. ERIC Issue: RIEMAY87 Date: 30 Nov 85 Description: 14p. Pub. Type: Reports - Research/Technical Abstract: In order to determine the extent to which the LOGO programming language can be used as a reinforcer for general problem solving ability, this field study used a production theory approach to problem solving as a conceptual model, and then translated the model into a LOGO oriented framework. The methodology tested the use of an algorithm in a quasi-experimental fashion by presenting it to students, and then determining the extent to which it increased their ability to solve LOGO problems. Four subjects, one each from grades 4, 5, 6, and 8, were presented with standard LOGO problems. (All students had received at least 4 hours of instruction in using LOGO commands.) Students were then rated using a Likert scale. The results indicate that a general problem solving algorithm does not significantly change the problem solving ability of students as it relates to LOGO problems, which implies that a "stronger" algorithm approach should be developed for teaching problem solving for different types of problems. However, the results also suggest ways that LOGO problem solving techniques might generalize to more specific algorithms because of LOGO's highly visual nature, recursive features, and provision of immediate feedback. For the reinforcement of these aspects, LOGO appears to be a highly useful teaching tool. Five references are listed. (DJR) Geogr. source: U.S.; Missouri Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Researchers --108 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED291366 AUTHOR(s): Davies, Anne TITLE(s): Computer Education: Getting Started. ERIC Issue: RIEJUL88 Date: Sep 85 Description: 136p. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: Designed to assist teachers who are not familiar with computer applications in elementary education, this guide provides information on personal skill development, computer terminology, software organization and evaluation, and troubleshooting. A tentative set of computer education objectives is outlined, and examples and strategies for effective classroom use are provided. Various programs and applications are detailed, including computer-assisted learning, simulation programs, problem solving and flowcharting, LOGO, word processing, keyboarding, database management, telecommunications and electronic mail, and electronic spreadhseets. The text includes one article reprinted from The Computing Teacher and is supplemented by worksheets for student use, charts, diagrams, and illustrations. Lists of eight recommended magazines and journals, 32 recommended software programs, and 14 recommended books are also provided. (EW) Geogr. source: Canada; Northwest Territories Available in paper copy and microfiche. EDRS Price - MF01/PC06 Plus Postage. Target aud.: Teachers Practitioners --109 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED268964 AUTHOR(s): Amburgey, Valeria, Ed. Olivier, Terry A., Ed. TITLE(s): Proceedings for the 4th Annual Micros on Parade Conference (4th, Houston, Texas, June 7-8, 1985). ERIC Issue: RIESEP86 Date: Jun 85 Description: 117p. Pub. Type: Collected works - Proceedings Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: This document contains 25 presentations on five broad topics: the interface of computers with instruction; computer applications; computer graphics; computer programming; and general interest sessions. A foreword by Dr. Valeria Amburgey of Sam Houston State University precedes the following papers: (1) "Fourth and Fifth Grade Computer Centers Soliciting & Utilizing Computer Volunteers" (Susan Wethington); (2) "Apples in the Classroom" (outline only, Dorothy MacDonald and Joann Nelson); (3) "Implementing LOGO in the Elementary Computer Lab" (Joan Brummett); (4) "LOGO--Graphics and Beyond" (Frank Matthews); (5) "LOGO Graphics Work in Apple LOGO, and Can Be Saved on Video with Sound Added" (Peggy Hill); (6) "Story Grammar at the Computer: Models and Process" (Peggy Hill); (7) "Competitive Math Teaching Strategies Using the Computer" (Gaye Russell); (8) "Side Stepping the Essential Elements" (Dena Bankston); (9) "Computer Literacy for the Small Community" (Pam Wood); (10) "Trials and Tribulations of Computer Literacy" (handout, Rita Depree); (11) "Word Processing: A Tool for Learning" (Martha Lawrence); (12) "Welcome to the Big Apple] Appleworks" (Pamela Cho); (13) "Understanding Database Management" (Terry A. Olivier); (14) "Graphic Software: Which Ones to Purchase and How to Use Them" (Gerald Pollard); (15) "Introducing PASCAL through Karel the Robot" (Dell Simon); (16) "Using LOGO to Program Karel" (Nancy Siragusa); (17) "Manipulating the Character Generator" (Betty Carter, Barbara Edwards, and Ken Ismert); (18) "Manipulating Memory on the Apple II Computer" (Jeffery W. Bloom); (19) "Interactive Video and Graphic Special Effects" (Lois E. Gordon Mosely); (20) "Effective Use of Computers in the Science Classroom" (Jeffery W. Bloom); (21) "Hands-On in the Science Classroom" (Nan Porter); (22) "The Rib Strikes Back: Countering Gender Inequities in Computer Use (Danna Fertsch and James R. Aman); (23) "The Home Connection" (Mark Sullivan); (24) "The Computer in the Christian Environment" (Bill Cobb); and (25) "Teaching Junior High Computer Literacy: The Texas Basic in the Summer" (Debbie Roberts). A list of reference books and computer magazines available through the Region IV Education Service Center is included. (THC) Geogr. source: U.S.; Texas Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. Target aud.: Teachers Practitioners --110 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED265834 AUTHOR(s): Petruk, Milton W. TITLE(s): Microcomputers in Alberta Schools--1985. A Final Report on the Results of a Resource Survey of Alberta Schools. ERIC Issue: RIEJUN86 Date: Jun 85 Description: 73p. Pub. Type: Reports - Research/Technical Tests, Questionnaires, Evaluation Instruments Abstract: To determine the number and current use of microcomputers in Alberta's elementary, junior, and senior high schools, a total of 1,509 schools were surveyed. The results, as reported by 1,271 schools (84.2%), showed the total number of microcomputers to be 13,748. To provide more in-depth information, schools were categorized by six instructional levels and survey results were tabulated both by school level and by microcomputer brand category. Data indicate Apple computers dominate at the elementary and junior high level; however, this dominance seems to weaken at the senior high level. Another aspect of the survey sought to determine how many microcomputers schools would buy in the next fiscal year; results of this projection showed that the 1,271 respondents expected to purchase an additional 6,859 microcomputers during this period. It was concluded that the computer literacy program is strong at the elementary and junior high school levels, while courses in computer processing seem to be more popular at the senior high level. One of the biggest obstacles to the implementation of instructional computing is identified as the lack of teachers who are computer literate; it is recommended that both pre- and in-service teacher education include computer literacy courses. Appendices include a sample survey package and a list of participating school jurisdictions. In addition, 30 data tables present findings on computer literacy, computer use, computer location in schools, and teacher attitudes toward MECC (Minnesota Educational Computer Consortium) software. These tables provide information for elementary, junior, and senior high schools as well as total results for all schools surveyed. (JB) Geogr. source: Canada; Alberta Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Target aud.: Policymakers --111 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED261662 AUTHOR(s): Emihovich, Catherine And Others TITLE(s): Learning Logo: The Social Context of Cognition. ERIC Issue: RIEFEB86 Date: Apr 85 Description: 43p.; Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985). Pub. Type: Information Analyses - State of the Art Opinions/Personal viewpoints/Position Papers/Essays Speeches, Conference Papers Abstract: This paper presents research on a theoretical approach to Logo as a programming language that creates a context for learning in which the process by which children learn and develop, using computers, is of greater interest than the products, or outcomes, of learning. Concerned with the cultural context of Logo learning and principles upon which it is based, the first section reviews the developmental and cognitive theories of Papert, Donaldson, Cole, and Sternberg and Suben. Section two offers the theoretical premise of a reference model for learning Logo based on research in anthropology, psychology, and sociolinguistics. Section three discusses the components of this model in relation to empirical data from a research project on the relationship between Logo programming and young children's self-monitoring and comprehension skills. Finally, the fourth section briefly summarizes the discussion and suggests areas for further research, including the questions of what cognitive prerequisites are needed to program successfully at different age levels, and the policy implications of providing children with such training. Eight reference notes, thirty-two references, two tables, and five figures complete the document. (JB) Geogr. source: U.S.; South Carolina Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Target aud.: Researchers --112 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED260800 AUTHOR(s): Cuneo, Diane O. TITLE(s): Young Children and Turtle Graphics Programming: Understanding Turtle Commands. ERIC Issue: RIEJAN86 Date: Apr 85 Description: 23p.; Paper presented at the Biennial Meeting of the Society for Research in Child Development (Toronto, Ontario, Canada, April 25-28, 1985). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: The LOGO programing language developed for children includes a set of primitive graphics commands that control the displacement and rotation of a display screen cursor called a turtle. The purpose of this study was to examine 4- to 7-year-olds' understanding of single turtle commands as transformations that connect turtle states and to characterize the nature of their misunderstanding. Children were introduced to a highly simplified turtle graphics environment that included four possible turtle orientations and four legal commands. Children were then shown events consisting of an initial turtle state, a command transformation, and the resulting turtle state. They were asked to indicate the key/command involved in each event. Most children systematically misunderstood the commands. Younger ones associated each of the four commands with displacement in a particular direction and rotation to a particular orientation. Overall, most children performed much as Piaget's theory predicts. When the turtle rotated, they tended to focus on features of the final turtle state, ignoring both initial state and transformation information. When the turtle changed location, children seemed to attend to the transformation itself. Younger ones, however, tended to define the displacement from their own or the display screen's frame of reference rather than from the turtle's frame of reference. (Author/RH) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Researchers --113 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED258548 AUTHOR(s): Zelman, Susan TITLE(s): Individual Differences and the Computer Learning Environment: Motivational Constraints to Learning Logo. ERIC Issue: RIENOV85 Date: Apr 85 Description: 24p.; Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 31-April 4, 1985). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: This study investigated whether secondary school students of varied backgrounds, enrolled at a private school developed for the purpose of integrating computers into all aspects of the curriculum and cultivating self-motivated learners, impose their existing motivational sets on computer programming, and whether instructional settings and practices change motivational orientations over time. Using Dweck's construct of the achievement motivational process, entity and incremental students were identified, and the different approaches of the two groups to LOGO programming assignments were examined. Entity children, who made up the majority of the students, believe that intelligence is a stable, global trait judgeable by other people and that effort is risky because it might reveal low intelligence; they preferred tasks which maximized looking smart or avoiding failure. Low-confidence entity students were confused and resorted to unconstructive problem-solving behavior. For their population, the LOGO programming language could not foster self-regulatory behavior. The one incremental student, who viewed intelligence as skills expandable through one's own efforts, appeared comfortable and confident in the LOGO learning environment. Despite the school's philosophy, its LOGO programming orientation, and teachers' incremental beliefs, entity learners did not become incremental learners over time. Exposure to LOGO through an inductive teaching method was inappropriate to these students' motivational orientations. A 23-item reference list is provided. (MBR) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Researchers --114 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED305925 AUTHOR(s): Perkins, D. N. And Others TITLE(s): Conditions of Learning in Novice Programmers. Concept Paper. ERIC Issue: RIESEP89 Date: Apr 85 Description: 39p. Pub. Type: Opinions/Personal viewpoints/Position Papers/Essays Reports - Evaluative/Feasibility Abstract: Under normal instructional circumstances, some youngsters learn programming in BASIC or LOGO better than others. Clinical investigations of novice programmers suggest that this happens in part because different students bring different patterns of learning to the programming context. Many students disengage from the task whenever trouble occurs, neglect to track closely what their programs do by reading back the code as they write it, try to repair "buggy" programs by haphazardly tinkering with the code, or have difficulty breaking problems down into parts suitable for separate chunks of code. Such problems interfere with students making the best of their own learning capabilities: students often invent programming plans that go beyond what they have been taught directly. Instruction designed to foster better learning practices could help students acquire a repertoire of programming skills, perhaps with spinoffs having to do with "learning to learn." (29 references) (Author) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Report/ISSN: ETC-85-13 --115 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED270076 TITLE(s): Logo Burn-In. Microcomputing Working Paper Series. ERIC Issue: RIEOCT86 Date: Apr 85 Description: 5p. Pub. Type: Reports - Descriptive - Program/Project descriptions Abstract: This paper describes a hot-stamping operation undertaken at Drexel University in an attempt to prevent computer theft on campus. The program was initiated in response to the University's anticipated receipt of up to 3,000 Macintosh microcomputers per year and the consequent publicity the university was receiving. All clusters of computers (e.g., communal work areas within departments, general student/faculty access areas, and print stations) were equipped with electronic security devices. However, because university-owned machines would account for only a small fraction of the Macintoshes on campus, and because it was believed students would probably not invest in a security device, an interim solution to "brand" each of the Macintoshes purchased through the university was implemented. A transformer plus a hot iron at the end of a drill press was used in the hot-stamping operation. This operation will, however, probably be discontinued because the incidence of computer theft on campus has been much lower than expected and the effectiveness of the stamp seems to be almost nil. At present, students are asked whether or not they wish to have their machines stamped and data will be kept to see if the unstamped machines turn out to be more vulnerable to theft than those with the stamp. (THC) Geogr. source: U.S.; Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Working Paper Series, Microcomuting Program, Office of the Vice President for Academic Affairs, Drexel University, Philadelphia, PA 19104. Report/ISSN: MWPS-T-84-3 Target aud.: Practitioners --116 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED259032 AUTHOR(s): McAllister, Alan TITLE(s): Problem Solving and Beginning Programming. ERIC Issue: RIENOV85 Date: Mar 85 Description: 35p.; Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985). Pub. Type: Speeches, Conference Papers Reports - Research/Technical Abstract: Based on current models of problem solving within cognitive psychology, this study focused on the spontaneous problem solving strategies used by children as they first learned LOGO computer programming, and on strategy transformations that took place during the problem solving process. The research consisted of a six weeks programming training project using Turtle graphics on Texas Instrument Computers with 19 students in a combined second and third grade classroom. Data were collected from two math tests, teacher ratings of reading and spelling skills, a self concept inventory (the Student's Perception of Ability Scale), records of student time on the computer, and three pencil and paper programming tests. In addition, the programming strategies of eight students were studied closely on the Tower of Hanoi puzzle which has structural similarities to the LOGO language and facilitates similar forms of problem solving. Two main spontaneous problem solving strategies were identified: partitioning and encompassing. These strategies reflected the different ways in which the children represented the task problems (either as extended series or as subunits for unit building), thus managing their memory resources. While unanticipated sex differences in strategies were identified, they were not generalizable due to the research design. (BS) Geogr. source: Canada; Ontario Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Target aud.: Researchers --117 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED257452 AUTHOR(s): Hawkins, Jan TITLE(s): The Interpretation of Logo in Practice. Technical Report No. 34. ERIC Issue: RIEOCT85 Date: Mar 85 Description: 38p. Pub. Type: Reports - Research/Technical Abstract: Designed to help understand the cognitive and social effects of children's classroom experiences with LOGO and computers, this study presents an account of the ways in which two elementary school teachers thought about, grappled with, and practiced LOGO in their classrooms over a 2-year period. The account is organized chronologically, first describing the pilot period when microcomputers were placed in the classrooms and LOGO became part of classroom activities for 2 months before the school year's end; then the experiment's first year, including a recounting of the teacher's expectations, classroom work which shifted focus from LOGO as a learning environment for general problem solving skills to LOGO as a context for learning about programming and computers, and reasons for the shift; and finally, the second year, when teachers developed instructional strategies and revised classroom work to provide a particular type of structure to LOGO learning. Subjects were 25 third and fourth graders (11 boys, 14 girls) and 25 fifth and sixth graders (11 boys, 14 girls) encompassing a variety of ethnic and socioeconomic backgrounds and a range of achievement levels. (MBR) Geogr. source: U.S.; New York Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Target aud.: Researchers --118 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED277456 AUTHOR(s): Schwartz, Sydney L. TITLE(s): Kindergartners Having Microcomputer Experiences: A Descriptive Study. ERIC Issue: RIEMAY87 Date: Mar 85 Description: 44p.; Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 31-April 4, 1985). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: Five-year-old children's activity choices were examined in an early childhood classroom setting designed to foster interactive microcomputer activities. It was hypothesized that engaging and sustaining the children's active involvement with interactive computer experiences would be very difficult, due to their limited academic skills. Further, it was expected that 5-year-olds would not develop even the simplest programing skills. The primary computer activity made available to the children was Keystroke LOGO. They were additionally provided opportunities to become involved with various materials, such as kindergarten blocks, colored cubes and pattern cards, crayons, and small stuffed animals. Ten children were enrolled in the first of three 8-week cycles of weekly 90-minute sessions, 12 were enrolled in the second, and ll in the third cycle which was for children who showed a sustained interest in computer experiences during the first two cycles. All sessions were videotaped and additional data were collected through tape recordings, activity records, and anecdotal records. Findings are reported which concern the basic characteristics of the cycles, the nature of children's involvement, children's learning strategies, computer "wisdom," and teachers' strategies. It is concluded that, contrary to the initial hypotheses, some 5-year-old children will choose interactive microcomputer activities, but none will develop programing skills in even the simplest form, although directly taught at timely moments. (RH) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. --119 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED263194 AUTHOR(s): Elias, Barbara P. TITLE(s): Programming and Problem Solving. ERIC Issue: RIEMAR86 Date: 08Feb 85 Description: 8p.; Paper presented at the Annual Meeting of the Eastern Educational Research Association (8th, Virginia Beach, VA, February 7-9, 1985). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: A study was conducted to examine computer programming as a problem solving activity. Thirteen fifth grade children were selected by their teacher from an above average class to use Apple IIe microcomputers. The investigator conducted sessions of 40-50 minutes with the children in groups of two or three. Four problems, incorporating the programming content from the Logo unit as well as an element of incompleteness, were typed on individual index cards and explained to the children. As the children solved the problems, they wrote down each command used. A tape-recorded interview with each child followed the problem session. Most strategies followed a trial and error pattern. All children solved the first two problems, ten solved three, and one solved all four. Results indicate that Logo learning, at the introductory level, has the potential for use in problem solving tasks. (Author/LMO) Geogr. source: U.S.; Virginia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. --121 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED260692 AUTHOR(s): Louie, Steven TITLE(s): Locus of Control among Computer-Using School Children. A Report of a Pilot Study. ERIC Issue: RIEJAN86 Date: Jan 85 Description: 36p. Pub. Type: Reports - Research/Technical Abstract: A convenience sample of 46 subjects was selected from 104 elementary through secondary self-selected students who participated in a prototypical voluntary after-school and summer computer camp operated by an American southwestern nonprofit educational research laboratory. Following an initial 16-hour exposure to LOGO and Bank Street Writer, a minimal shift toward an internal locus of control was found for children 12 years of age or less (paired 1-tailed t-test significant at .03), as measured pre- and post-test with the Nowicki-Strickland Locus of Control (LOC) Scale for Children. The LOC scale was chosen as an operationalization of Seymour Papert's concept of "empowering children" via microcomputer interaction. Because prior research on LOC has associated an internal LOC with positive learner attributes, it was felt that such an investigation could assist researchers in more clearly distinguishing between the reaction of different groups toward technology as a tool. Study findings include data which indicate that the study group did demonstrate a significant shift towards internality, "planning" seems to be poorly regarded by even the most "internal" of students, and the subject's self-acceptance experienced a negative shift from pre- to post-tests. (Author/JB) Geogr. source: U.S.; Arizona Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Target aud.: Researchers --122 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED262763 TITLE(s): LOGO in the Classroom. In: The Computing Teacher Sep 1983-Mar 1985 ERIC Issue: RIEMAR86 Date: 85 Description: 85p.; For the 20-session course, Logo in the Classroom, see ED 248 847. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: This collection of articles and features reprinted from "The Computing Teacher" begins with an outline (the table of contents) of a 20-session course, "Logo in the Classroom," by Shirley Torgerson, Mary Kay Kriley, and Janet Stone. The text of the first session and a student exercise sheet are also provided. Five articles included in the collection are (1) "Logo Today: Vision or Reality" (Uri Leron); (2) "Animation with MIT Logo" (Nancy Parks Sopp); (3) "Helping Students with Recursion: Teaching Strategies" (Tim Riordan); (4) "Turtle Fever" (Rick Billstein); and (5) "Putting Logo to Work" (Hillel Weintraub). Copies of a regular feature, "The Logo Center," are also included. These columns by Kathleen Martin and Tim Riordan address such topics as spirolaterals, adventure stories, tangrams and turtles, databases, polyspirals, sprites, thinking in "chunks," non-graphics applications, and using older students to help teach Logo to younger children. One guest column by Tim Barclay focuses on teaching mathematics with MIT Logo. (JB) Geogr. source: U.S.; Oregon Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. International Council for Computers in Education, University of Oregon, 1787 Agate Street, Eugene, OR 97403. Target aud.: Teachers Practitioners --123 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED261858 AUTHOR(s): Battista, Michael TITLE(s): Exploring High School Mathematics with Logo. ERIC Issue: RIEFEB86 Date: 85 Description: 13p. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: Having students draw and investigate geometric shapes in a Logo environment is advocated as an excellent way to have them constructively learn geometric concepts. This document illustrates the potential of Logo for getting high school students involved in mathematical explorations by presenting a sequence of seven activities. The activities concern: drawing geometric figures with the Logo turtle, drawing more complicted figures, exploring regular polygons, investigating rotational symmetry, investigating regular star polygons, discovering methods for drawing circles with the turtle, and using Logo to explore coordinate geometry and the Pythagorean Theorem. (MNS) Geogr. source: U.S.; Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Teachers Practitioners --124 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED319508 AUTHOR(s): Rogers, Lorelei M. de Leeuw, Gary J. TITLE(s): Imagery, Language, LOGO and Curriculum. ERIC Issue: RIEOCT90 Date: ^85 Description: 28p. Pub. Type: Reports - Research/Technical Abstract: This paper advocates an integrated curriculum in which LOGO would play a role in the intellectual development of children. In particular, it is argued that curricular interventions that occur in the midst of spontaneous learning are most needed when major problems of transfer, generalization, and abstraction are to be solved or when children need assistance in finding knowledge. The integrated curriculum envisioned would not be age or grade specific, but would be developmentally based, reflecting the intellectual and emotional growth of the child. Teachers and other adults should intervene frequently in the LOGO experience in both formal and informal ways, particularly with regard to the introduction of commonly shared learning activities and vocabulary. In such interventions, LOGO should be presented as an important component in a curriculum of concrete experiences designed to help children integrate their learnings and transfer them to problem solving in general. Research that used LOGO to investigate the efficacy of computer use in the teaching of mapping skills to elementary school students identified four kinds of unanticipated problems: syntonic movement, language constraints, transfer of understanding and knowledge, and developmental constraints. Directions for further research are discussed. (RH) Geogr. source: Canada; Alberta Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. --125 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED304118 TITLE(s): 7-9 Computer Awareness. Interim Guide. ERIC Issue: RIEJUL89 Date: 85 Description: 457p.; For the grade 4-6 guide, see IR 013 676. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Reports - Descriptive - Program/Project descriptions Abstract: This guide was developed to assist teachers in achieving goals related to the development of computer awareness in junior high school students in the Canadian province of Manitoba. An overview of the program describes a set of basic concepts, skills, and attitudes relating to computer technology, and provides information on activities that can be used in teaching these concepts, skills, and attitudes. The computer awareness program itself is divided into five units: (1) Getting Started, which introduces the computer and the basic skills necessary to operate the computer; (2) What Is a Computer, which provides students with information about the parts of the computer; (3) How Computers Have Developed, which provides students with background to the historical development of computing aids; (4) How To Make Computers Work for You, which provides students with hands-on experience using BASIC, LOGO, and three personal productivity tools--word processing, database management, and electronic spreadsheet analysis; and (5) Computers in Our Lives, which explores the advantages, limitations, uses and implications of computer use through a series of classroom activities and simulations. The text is supplemented by various illustrations and diagrams, and a resource section provides lists of 13 printed sources and the names and addresses of 8 suppliers. (EW) Geogr. source: Canada; Manitoba Available in paper copy and microfiche. EDRS Price - MF01/PC19 Plus Postage. Target aud.: Teachers Practitioners --126 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED302387 AUTHOR(s): Pereira, Peter TITLE(s): Flips, Turns, and Tessellations: Teaching Geometry with Logo. ERIC Issue: RIEMAY89 Date: 85 Description: 12p.; Paper presented at the West Coast Logo Conference (Los Angeles, CA, November 21-23, 1985). Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: Some mathematics educators feel that too little geometry is taught in elementary schools. This may have serious effects as many students arrive in the traditional high school geometry course without essential backgrounds in informal geometry. The result of this lack of preparation is often lower scores on standardized tests. In this situation, LOGO turtle geometry has some possibilities in the teaching of traditional synthetic geometry, transformational geometry, and coordinate geometry. This document uses turtle geometry to describe the space in which students live. Some activities, tool procedures, and suggestions for how this method can be used in elementary and middle school classrooms are presented. Included are several pattern block designs, a cutout pattern for pattern blocks, and computer procedures for pattern block designs and tangrams. (CW) Geogr. source: U.S.; Illinois Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Teachers Practitioners --127 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED302383 AUTHOR(s): Cohen, Martin P., Ed. And Others TITLE(s): Mathematics Education at the Midpoint of the Agenda. Pennsylvania Council of Teachers of Mathematics 1985 Yearbook. ERIC Issue: RIEMAY89 Date: 85 Description: 80p.; For other yearbooks, see SE 049 691-693. Some pages with charts, drawings, or photographs may not reproduce well. Pub. Type: Reports - Descriptive - Program/Project descriptions Collected works - General Abstract: One of the strengths of the Pennsylvania Council of Teachers of Mathematics (PCTM) is that it gives mathematicians and mathematics educators the opportunity to exchange and contribute to each other's professional growth. The topic for this 1985 yearbook, the first of a proposed ongoing series, has been chosen to coincide with the annual PCTM meeting. This yearbook contains 10 articles related to calculators, computers, and problem solving. Discussions include: (1) using computers in problem solving; (2) using LOGO; (3) using computers with the intermediate grades for problem solving; (4) heuristic approaches in using computers; (5) calculators in the classroom; (6) number operations; (7) math anxiety; (8) mathematics achievement in Pennsylvania; (9) the participation of women in computers and mathematics; and (10) classroom applications. (CW) Geogr. source: U.S.; Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. Target aud.: Teachers Researchers Practitioners --128 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED297703 TITLE(s): Software Selection, Evaluation and Organization ^and Software Reviews. Article Reprints. In: Computing Teacher 1982-1986 ERIC Issue: RIEJAN89 Date: ^85 Description: 117p.; For a previous collection of reprints from the same source, see ED 262 757. Pub. Type: Collected works - General Guides/Methods/Techniques - Non-classroom Use Journal articles Abstract: This collection of reprints from The Computing Teacher contains 11 articles on the selection, evaluation, and organization of software published between August 1983 and March 1986, as well as more than 20 reviews of educational software packages published between December 1982 and June 1986. The articles are: (1) "The New Wave of Educational Software" (Ludwig Braun); (2) "How Do Teacher and Student Evaluations of CAI Software Compare?" (Barbara Signer); (3) "The DISC Model for Software Evaluation and Support Material Design" (Shelly Yorke Rose and Carol Klenow); (4) "Cooperative Learning: One Key to Computer Assisted Learning" (David W. Johnson and Roger T. Johnson); (5) "Teacher + Computer = More Learning" (Cathy Chmielowski Carney); (6) "Teaching with Your Fingertips]" (Sharon Burrowes); (7) "Selecting Computer Software--We Take It Seriously]" (Jean Donham); (8) "The Software Selection Process: Some Management Questions" (Anne Batey); (9) "Enrichment Courseware for Middle School Mathematics" (Lois Edwards); (10) "Doing Science" (Richard C. Adams); and (11) "Project DISC: Developing Indian Software Curriculum" (Carolyn Jacobi and Carl Edeburn). The computer software programs reviewed are designed for use in teaching problem-solving and reasoning skills; Boolean logic and basic elements of computer circuitry; reading skills; graphics programming; computer literacy; physics; science; social studies; writing; word processing; spelling; music; reading readiness; planning, writing and studying; animation, graphics, art; keyboarding; mathematics; robotics; Logo; and geometry. Other programs include grading systems, integrated applications, and readability analysis. Each review provides the name of the software program, the name of the reviewer, the producer's name, target audience, hardware requirements, and cost. (DJR) Geogr. source: U.S.; Oregon Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. International Council for Computers in Education, University of Oregon, 1787 Agate Street, Eugene, OR 97403. Target aud.: Practitioners --129 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED288487 AUTHOR(s): Tempel, Michael And Others TITLE(s): The ECCO Logo Project: Materials for Classroom Teachers and Teacher Trainers. ERIC Issue: RIEAPR88 Date: ^85 Description: 204p. Pub. Type: Guides/Methods/Techniques - Classroom Use - Instructional Materials Guides/Methods/Techniques - Classroom Use - Teaching Guides Abstract: In the fall of 1985, the Educational Computer Consortium of Ohio (ECCO) presented an extensive series of workshops on Logo. The workshops were divided into two categories: those for teacher-trainers and those for classroom teachers. This booklet presents materials developed by a core of five participants in the workshops for trainers using Logo that could be taken directly into the classroom. These materials are presented in two major sections: Logo in Language Arts and Social Studies, and Logo in Math and Science. Activities for teacher training are included. Each section begins with materials presented by Michael Tempel of Logo Computer Systems, Inc., in a series of workshops for teacher trainers. The second part of each section contains materials used in workshops for classroom teachers, which are designed to be directly usable by students in the classroom, and include student worksheets and teacher information sheets. Listings of Apple Logo II files for teacher training and student activities are appended. (RP) Geogr. source: U.S.; Oregon Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. International Council for Computers in Education, University of Oregon, 1787 Agate Street, Eugene, OR 97403 ($20.00; discounts on quantities available). Report/ISSN: ISBN-0-924667-41-9 Target aud.: Teachers Practitioners --130 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED304117 TITLE(s): 4-6 Computer Awareness. Interim Guide. ERIC Issue: RIEJUL89 Date: 85 Description: 321p.; For the grade 7-9 guide, see IR 013 677. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Reports - Descriptive - Program/Project descriptions Abstract: This guide was developed to assist teachers in achieving goals related to the development of computer awareness in students in grades 4-6 in the Canadian province of Manitoba. An overview of the program describes a set of basic concepts, skills, and attitudes relating to computer technology, and provides information on activities that can be used in teaching these concepts, skills, and attitudes. The computer awareness program itself is divided into five units: (1) Getting Started, which introduces the computer and the basic skills necessary to operate the computer; (2) What Is a Computer, which provides students with information about the components of the computer; (3) How Computers Have Developed, which exposes students to the development of calculating aids, from finger calculators to modern computers; (4) How To Make Computers Work for You, which leads students from linear sequencing skills to procedural thinking, with students learning to control the computer through LOGO; and (5) Computers in Our Lives, which explores the home, school, and community environments with respect to microchip technology. The text is supplemented by various illustrations and diagrams, and a resource section provides lists of 29 printed sources and the names and addresses of 16 suppliers. (EW) Geogr. source: Canada; Manitoba Available in paper copy and microfiche. EDRS Price - MF01/PC13 Plus Postage. Target aud.: Teachers Practitioners --131 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED271092 AUTHOR(s): Salomon, Gavriel Perkins, D. N. TITLE(s): Transfer of Cognitive Skills from Programming: When and How? ERIC Issue: RIENOV86 Date: ^85 Description: 20p. Pub. Type: Information Analyses - State of the Art Opinions/Personal viewpoints/Position Papers/Essays Abstract: Arguing that the most widespread argument in favor of the teaching of programming concerns its possible impact on generalizable cognitive skills, this paper addresses the "how" of transfer. The outlines of a theory of the mechanisms of transfer are presented, the theory is used to examine the contrasts between certain studies that did and did not obtain positive transfer results from programming, and a discussion is presented of the kinds of transfer that can be expected from programming and when. Two roads to transfer are identified (high and low) and examples of each are provided. In addition, six broad categories of transfer that might occur with programming are described: (1) mathematical and geometric concepts and principles; (2) problem solving, problem finding and problem management; (3) abilities of formal reasoning and representation; (4) models of knowledge, thinking, and learning; (5) cognitive styles; and (6) enthusiasms and tolerances. It is concluded that although programming instruction can improve cognitive skills under the right conditions, implementing such conditions on a wide scale may be difficult, and programming will have to compete in the intellectual and economic markets with a number of other approaches to the same general problem. A five-page list of references is provided. (JB) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Grant No.: NIE-G-83-0028 Target aud.: Researchers --132 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED268994 AUTHOR(s): Carmichael, Hilda W. And Others TITLE(s): Computers, Children and Classrooms: A Multisite Evaluation of the Creative Use of Microcomputers by Elementary School Children. Final Report. ERIC Issue: RIESEP86 Date: 85 Description: 450p. Pub. Type: Reports - Research/Technical Abstract: This study examined the creative uses of computers in elementary schools and their impact on student's confidence and self-esteem, student-student interaction, student-teacher interaction, male and female students, classroom management, the role of the teacher, special education, teacher training, teachers not involved in the study, and curricular areas such as computer literacy, learning Logo as a programming language, problem-solving and problem-creation, mathematics, oral communication, reading and writing, the arts, and values and the individual and society. Findings are based on intensive examinations of real classrooms over a 2-year period. A total of 433 students in 18 classrooms that involved 13 different teachers were studied; of these, 5 teachers and 40 students were involved in the study for 2 years. Classrooms had 1 to 5 computers over the entire school year, or students had access to a computer laboratory. Logo and word processing were studied extensively; the use of a graphics tablet and Musicland were explored for short periods. Findings indicate that the creative use of computers fosters the development of independent and original thinking and that an environment that encourages exploration leads to extensive social interaction among students; in addition, students become more willing to express, refine, or revise their ideas. A significantly greater proportion of students experienced an increase in their confidence and self-esteem if their teacher was able to give them autonomy over their learning. The impact on students' attention span and cognitive development in the special education classes was also significant. Appendices and selected references are provided. (Author/JB) Geogr. source: Canada; Ontario Available in paper copy and microfiche. EDRS Price - MF01/PC18 Plus Postage. Publication Centre, 880 Bay Street, 5th Floor, Toronto, Ontario, Canada M7A 1N8. Report/ISSN: ISBN-0-7729-0665-3 Target aud.: Researchers Policymakers Practitioners --133 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED268989 AUTHOR(s): Carnew, Frederick I. Clark, W. Bruce TITLE(s): Cognitive Education and Native Adolescents: A Pilot Study. ERIC Issue: RIESEP86 Date: 85 Description: 158p. Pub. Type: Reports - Research/Technical Tests, Questionnaires, Evaluation Instruments Abstract: This study investigated the potential usefulness of a cognitive education intervention approach to improving learning abilities of underachieving Native adolescents. The specific variables considered were: (1) the manner in which this approach may affect cognitive development; (2) academic learning; (3) attitudes towards and interest in academic subjects; and (4) teacher attitudes towards such students. Subjects included 56 Native Cree Indian adolescents who were assigned to experimental (N=38) and control (N=18) groups based on their need for remedial or regular instruction respectively. Pretests were administered to identify underdeveloped cognitive functions and computer literacy was assessed via a computer awareness questionnaire. The experimental group received the intervention program, which comprised an introductory LOGO computer language component; an extended computer component; and reading, writing, and mathematics components. Posttests were then administered to both groups and an analysis of variance was conducted to determine the significance of any differences between the experimental and control groups. Results indicated that involvement in the intervention program did positively affect the experimental subjects' cognitive functioning abilities and improve their achievement in reading and writing; however, teaching for transfer of cognitive functions neither affected the students' attitudes toward academic subjects nor improved their achievement in mathematics. An extensive bibliography is provided, and copies of the computer awareness questionnaire, parent permission slips, and tables of contents for the program components are appended. (JB) Geogr. source: Canada; Alberta Available in paper copy and microfiche. EDRS Price - MF01/PC07 Plus Postage. Report/ISSN: ICAL85R01 Target aud.: Researchers --134 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED264842 TITLE(s): The National LOGO Exchange Newsletter, Volumes 1-3 (September 1982-May 1985) with Topical Index. ERIC Issue: RIEMAY86 Date: 85 Description: 375p.; Topical Index was compiled by Regina Sapona. Pub. Type: Collected works - Serials Guides/Methods/Techniques - Classroom Use - Teaching Guides Reports - Descriptive - Program/Project descriptions Abstract: This document consists of 27 issues of the National LOGO Exchange Newsletter (NLX) together with cumulative indexes which provide five access points to information in the newsletters: (1) an author index; (2) a book review index; (3) a product and information index; (4) a column index; and (5) a subject index. The alphabetical author index lists the author's name, the month and year of the newsletter in which the article appears, and the page number. Book reviews are listed by the first author of the book reviewed and include reviews for books mentioned in columns as well as more in-depth reviews. The following columns are listed alphabetically by title with the volume numbers and dates of issues in which they appeared: From the Editor; Listful Thinking; Logo Disserts--Dissertations Dealing with Logo; MAE 1000--Logo in Japan; Microworlds; NLXionary: A Lectionary of Selected Logo Readings; NLXual Challenges; Q and A; Teacher to Teacher; Tipps for Teachers; and Turtle Tips. The authors are listed for each column. Both the product and information index and the subject index provide newsletter dates and volume issues for descriptions or reviews of specific Logo-related terms, and the subject index also lists authors, operational commands, and book titles. (JB) Geogr. source: U.S.; Virginia Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Editor, National LOGO Exchange, PO Box 5341, Charlottesville, VA 22905. Target aud.: Practitioners --135 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED264841 AUTHOR(s): Lough, Tom TITLE(s): Bibliography: Logo 85. ERIC Issue: RIEMAY86 Date: 85 Description: 69p. Pub. Type: Reference Materials - Bibliographies Abstract: Designed to assist in identifying printed material, support groups, and instructional aids related to the Logo programming language, this bibliography is divided into nine sections: (1) books about Logo, and books with significant Logo references or helpful general information; (2) periodicals dedicated to Logo and periodicals with regular Logo features, special Logo issues, and occasional Logo articles; (3) journal articles; (4) reviews; (5) research group publications; (6) known dissertations and theses reporting Logo related research; (7) Logo aids; (8) Logo groups; and (9) a list of publishers' addresses. (JB) Geogr. source: U.S.; Virginia Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Editor, National LOGO Exchange, PO Box 5341, Charlottesville, VA 22905. Target aud.: Practitioners Researchers --136 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED263902 TITLE(s): Computing Knows No Borders. Proceedings of the Joint Conference of the Association for Educational Data Systems and the Educational Computing Organization of Ontario (Toronto, Ontario, Canada, April 21-26, 1985). ERIC Issue: RIEAPR86 Date: 85 Description: 357p. Pub. Type: Collected works - Proceedings Opinions/Personal viewpoints/Position Papers/Essays Reports - General Abstract: The 88 papers included in this publication are organized into seven groupings used as themes in the conference, "Computing Knows No Borders." The topics are: Administration (12 papers); Computer Studies (13 papers); Educational Tools (10 papers); Logo (7 papers); Software (9 papers); Special Education (8 papers); and Teaching (16 papers). An eighth group under the heading "Other" includes 13 papers which cut across several of the other themes and therefore deserved more general recognition. An author index is provided. (JB) Geogr. source: Canada; Ontario Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Report/ISSN: ISBN-0-9692016-0-5 Target aud.: Practitioners Researchers --137 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED263206 AUTHOR(s): Psotka, Joseph TITLE(s): Reflections on Computers and Metacognition. ERIC Issue: RIEMAR86 Date: ^85 Description: 10p. Pub. Type: Opinions/Personal viewpoints/Position Papers/Essays Abstract: Current notions of metacognition merge with the predominant scientific model used in psychology, that of information processing. Metacognition is seen as a control process that governs the action of more elemental cognitive skills. Given the centrality of this notion, it is important that metacognition should be examined in detail. From the point of view of how metacognition relates to highly sophisticated computer systems in use today and in development for the future the following are discussed: (1) debugging and metacognition; (2) cognitive compatibility and learning; (3) problem definition and analyses; (4) procedures and facts; (5) process and product; and (6) tools for the mind. The perspective of this paper is that higher order languages like logo and lisp are only beginning to have an impact on the understanding of psychological processes. The whole development of computer-aided instruction, artificial intelligence, and special environments for instruction will unquestionably have profound effects on education, but its more enduring and important effect may well be increasing the understanding of cognition and learning. (PN) Geogr. source: U.S.; Virginia Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. --138 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED260689 TITLE(s): Exploratory Computer Literacy Curriculum Guide, Grades K-6. Resource Unit. ERIC Issue: RIEJAN86 Date: Dec 84 Description: 206p.; For the Exploratory Computer Literacy Curriculum Guide, Grades K-6, see ED 256 289. This resource unit is designed to replace the resource section, pages 131-141, of the guide. Pub. Type: Guides/Methods/Techniques - Classroom Use - Teaching Guides Tests, Questionnaires, Evaluation Instruments Abstract: Designed to coordinate teacher-developed materials in computer literacy, this resource unit is composed of several sections. The first, "Planning for Computer Instruction," provides an outline for developing a school-level computer task force, management procedures for computer labs, and sample student survey forms. The remaining sections provide sample activities for classroom use within the major topics of "Getting Started," "LOGO," "Word Processing," and "BASIC." Each sample activity includes suggestions and guidelines for teachers on: (1) appropriate grade levels; (2) performance expectations; (3) curriculum areas; (4) prerequisites; (5) materials, including hardware, software, and supporting peripherals; (6) classroom management; (7) teacher preparation; (8) pre-computer activities; (9) hands-on activities; and (10) follow-up enrichment activities. The materials reflect the teacher-developer's own environment; variables include size of school, characteristics of student population, accessibility to microcomputers, and teaching style. Supporting materials include a computer literacy software list with notations of grade level, price, and publisher; recommended periodicals for teachers; computer books for students; teacher references; and local resources on computer education. Also included is a table showing the sizes of microcomputer keyboards and reference charts. (JB) Geogr. source: U.S.; Hawaii Available in paper copy and microfiche. EDRS Price - MF01/PC09 Plus Postage. Target aud.: Teachers Practitioners --140 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED258536 AUTHOR(s): Kieren, Thomas E. TITLE(s): LOGO in Education: What, How, Where, Why and Consequences. ERIC Issue: RIENOV85 Date: Dec 84 Description: 53p. Pub. Type: Information Analyses - State of the Art Opinions/Personal viewpoints/Position Papers/Essays Reports - Descriptive - Program/Project descriptions Abstract: This report provides perspectives from the literature and from consultation with LOGO experts for viewing, evaluating, formalizing, and improving use of the LOGO programming language in education. Contents of the report include: a discussion of the instructional structure of LOGO which centers around its turtle mode, list processing nature, and recursiveness; a description of several levels of LOGO use, including the naive programming stage and two levels representing more insightful programming; a review of debugging, which also occurs at several levels (visual screen level, list editing, logic debugging); and a summary of the nature of language use under LOGO and the relationship of LOGO to the study of geometry. Use of LOGO in teaching robotics, computer literacy, computer science, and problem solving is also discussed, along with organizational patterns of instruction in LOGO and its use in mathematics, art, language, social studies, and music instruction. From the limited research literature, the question of why LOGO should/should not be used and the effects of its use are reviewed, and 13 recommendations offered. An extensive reference list and a 25-item list of LOGO curriculum materials are appended. (MBR) Geogr. source: Canada; Alberta Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Target aud.: Practitioners --141 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED275394 TITLE(s): Microcomputers, Education, and Children. Proceedings of the National Conference (Nashville, Tennessee, September 24-28, 1984). ERIC Issue: RIEMAR87 Date: Sep 84 Description: 76p.; Printed on colored paper. Pub. Type: Opinions/Personal viewpoints/Position Papers/Essays Reports - Research/Technical Collected works - Proceedings Abstract: The topics of the 17 papers included in this proceedings are: (1) enriching and empowering young children's learning with microcomputers; (2) a program designed to make all students computer literate who complete the eighth grade in Tennessee schools; (3) how school systems should purchase microcomputers; (4) a team approach to microcomputer curriculum development; (5) ways in which a curriculum in BASIC programming could be used to develop skills that would have effects in other academic areas; (6) enhancing creativity through new technology; (7) computer learning environments and critical thinking; (8) aspects of matching the child, microcomputer, software, and manipulatives; (9) curriculum materials and activities to precede and accompany a child's earliest experiences with computers; (10) enhancement of basic skills of disadvantaged children by providing access to computers in the classroom; (11) young children's acquisition of keyboarding skills; (12) the use of computer assisted instruction with the physically handicapped student; (13) aspects of the physical environment to consider when integrating computers into classrooms; (14) computer camp experiences for the young child; (15) Logo and microworlds for children; (16) implementing Logo in classrooms; and (17) the Electronic Forum on Young Children and Computers. (RH) Geogr. source: U.S.; Tennessee Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Center for Training and Technical Assistance, Tennessee State University, 10th and Charlotte Avenue, Nashville, TN 37203 ($28.00). --142 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED258546 TITLE(s): The Impact of the New Information Technologies on Learning Processes in Formal Education. ERIC Issue: RIENOV85 Date: Jul 84 Description: 48p.; Contained in papers of the International Conference on Education and New Information Technologies (Paris, France, July 9-12, 1984), see IR 011 688. Pub. Type: Speeches, Conference Papers Information Analyses - State of the Art Abstract: Prepared for a 1984 Organisation for Economic Cooperation and Development (OECD) conference, this report focuses on issues and problems identified by research on the impact of the new information technologies on learning processes in formal education at the elementary and secondary levels. The impact of the new technologies is discussed in the context of the chronological, contextual, and topical organization of learning. The implications of these technologies for pedagogical approaches are discussed together with ways in which institutional systems could accommodate the changes in educational practices that would result from the application of the "new generation" of pedagogical approaches, which would reflect the move away from broad general theories to the development of specific approaches adapted to specific learning and specific learners. A discussion of some of the ways in which the issue of learning and the new technologies can be approached to establish working agendas for the future includes some likely alternatives, the work priorities that could emerge, and ways in which these could be met. It is argued that separate approaches could be developed on similar learning issues that would reflect the interests of cognitive science, the educational institution, and social and economic concerns. Criteria that could be used to select within approaches are then suggested, and the likely consequences of the integration of the new information technologies in education are discussed. A three-page bibliography concludes the document. (MBR) Geogr. source: France Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Report/ISSN: CERI/NT/84.10 Target aud.: Practitioners --143 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED258543 AUTHOR(s): Lariccia, Giovanni Megarry, Jacquetta TITLE(s): Information Society and General Education. ERIC Issue: RIENOV85 Date: Jul 84 Description: 38p.; Contained in papers of the International Conference on Education and New Information Technologies (Paris, France, July 9-12, 1984), see IR 011 688. Pub. Type: Speeches, Conference Papers Abstract: Prepared for a 1984 Organisation for Economic Cooperation and Development (OECD) conference, this report discusses the potential of the new information technologies for enhancing learning in school, vocational, and general education, and presents eight groups of case studies taken from member countries which illustrate what is currently being done to help individuals, organized groups, social and political organizations, and businesses and institutions to come to terms with these technologies. Organized along a continuum, the first group of cases includes one-time, small scale events, while the last group involves permanent, highly structured bodies. The cases summarized focus on the following areas: computer camps, plays, festivals and fairs; permanent museum centers and exhibitions; programs enhancing school industry relationship; LOGO programming language use with potential drop-outs, students with learning disabilities, and young children with Down's Syndrome; telematics, including viewdata and teletext; general education within the school system; computer literacy for general audiences through the British Broadcasting Corporation; and France's Centre Mondial Informatique and Italy's FORMEZ, an adult education agency. The challenge posed by the new information technologies to formal education is discussed in terms of curriculum, methods, delivery systems, teacher training, lifelong learning, equal education, and the new information society. (MBR) Geogr. source: France Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Report/ISSN: CERI/NT/84.07 --144 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED267731 AUTHOR(s): Wujcik, Anne TITLE(s): Educational Software Best-Sellers in the Home Market. ERIC Issue: RIEAUG86 Date: Jun 84 Description: 34p.; Paper presented at the Conference on Computers in the Home (Washington, DC, June 7-8, 1984). For a related paper, see IR 011 998. Pub. Type: Opinions/Personal viewpoints/Position Papers/Essays Reports - Descriptive - Program/Project descriptions Speeches, Conference Papers Abstract: This overview of the home market for microcomputers and computer software presents a brief history of the development of the microcomputer and its use in the home. Factors which shape the home market are discussed, e.g., desire for improvement of educational skills, presence of children, previous experience with a computer, and decreasing prices. Statistics on the numbers and brands of computers purchased are presented for 1984, as well as projections for total home software sales through 1988. Evaluations of educational software packages for children are then presented; most reviews provide a brief description of the programs, the producer, cost, and computers on which the software will run. Titles of software include: (1) Master Type; (2) Snooper Troops; (3) Introduction to BASIC, Parts I and II; (4) Invitation to Programming, 1, 2 & 3; (5) Color Computer Learning Lab; (6) Teach Yourself BASIC; (7) Logo Implementations (Apple Logo, Atari's PILOT); (8) Facemaker; (9) Computer SAT; (10) Math Blaster; (11) Early Games; (12) Algebra Series; (13) Rocky's Boots; and (14) Academic Skill Builders in Math. Speculations on why educational home computing is generating so much interest conclude the paper. (JB) Geogr. source: U.S.; District of Columbia Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. --145 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED253195 AUTHOR(s): Newman, Denis TITLE(s): Functional Environments for Microcomputers in Education. ERIC Issue: RIEJUN85 Date: May 84 Description: 15p.; Paper presented at the Conference on Microcomputers in Education (Tokyo, Japan, January 8, 1984). Pub. Type: Information Analyses - State of the Art Reports - Descriptive - Program/Project descriptions Speeches, Conference Papers Abstract: A research program was undertaken to study the functional learning environment (FLE) in which computers operate, i.e., those environments in which learning activities have a function or purpose from the child's viewpoint. Results of three projects illustrate the importance of teachers in creating and interpreting children's learning environments. The first project was designed to determine whether experience with LOGO programing would enhance third and sixth grade children's planning skills; no effects on planning were found. The second project involved one aspect of the Bank Street College Project in Mathematics and Science Education, in which a FLE is based on a multimedia simulation of a science show. Results indicated that the materials were successful from the children's viewpoint, while teachers' evaluations were mixed. The third project investigated whether networking can be used as a FLE for writing and communication. The three studies raise fundamental questions about the design and implementation of FLE's, particularly the relationship between the children's purposes and those of their teachers. It is concluded that coordination of divergent purposes within a FLE is a critical factor in the success of classroom microcomputer activities. Twenty-one references are listed. (LMM) Geogr. source: U.S.; New York Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Report/ISSN: CCT-TR-25 Target aud.: Researchers --146 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED249930 AUTHOR(s): Pea, Roy D. Kurland, D. Midian TITLE(s): Logo Programming and the Development of Planning Skills. Technical Report No. 16. ERIC Issue: RIEMAR85 Date: Mar 84 Description: 56p.; For related document, see IR 011 339. Pub. Type: Reports - Research/Technical Abstract: Findings are presented from two separate year-long longitudinal studies of the development of planning skills among school aged children in relation to learning LOGO programming, and a theoretical context is provided for predictions of greater improvement by the programming groups. In the first year, experimental groups comprised students in each of two classrooms in a private school in Manhattan. One classroom included 25 8- and 9-year-old children; the other consisted of 25 11- and 12-year-old children. The control groups were made up of students in the same grade level classrooms in the same school. Both experimental groups were administered a classroom chore-scheduling planning task. Process and product measures of planning skill revealed no benefits for students doing LOGO programming. The second experiment took place one year later in the same school in the same two teachers' classrooms. The second study comprised 32 students in each of the age groups of the first study. This time a microcomputer version of the task was implemented in which students gave commands to a robot to carry out the chores, and similar assessments of planning performances were collected online. Again, learning to program did not differentiate experimental from control group performances. Further tests of the programming transfer hypothesis are proposed. Data tables and references are included. (Author/THC) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Target aud.: Researchers --147 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED249932 AUTHOR(s): Mawby, Ronald And Others TITLE(s): Structured Interviews on Children's Conceptions of Computers. Technical Report No. 19. ERIC Issue: RIEMAR85 Date: Feb 84 Description: 41p. Pub. Type: Reports - Research/Technical Abstract: The terms and concepts children used to explain their beliefs about computers before and after classroom exposure to microcomputers were studied to identify misconceptions about computers that could interfere with computer-based learning. Children in each of two classrooms at the Bank Street School for Children were interviewed individually on their conceptions of computers at the beginning and end of their first year with computers in the classroom (fall 1981-summer 1982), which included work with the LOGO programming language. Their experience with computers inside and outside of school were also examined to provide a context for the following overall issues: (1) children's understanding of programming computers in LOGO; (2) their broader conceptions of computers beyond their function of programmable devices, such as cultural objects which have general properties and various functions; and (3) their interpretations of person/computer systems. By the end of the year, most of the children had some rudimentary skill with the computer; however, the progress of even the most advanced students could be hindered by their inadequate mental models of LOGO. The biggest problem seemed to be the lack of two concepts: a program as an algorithm applied to data, and the central processing unit as the functional core of the computer. Eight references are listed. (LMM) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Target aud.: Researchers --148 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED250059 AUTHOR(s): Jaworski, Anne Porter Brummel, Brenda TITLE(s): Introducing Computer Education into an Early Elementary Curriculum. ERIC Issue: RIEMAR85 Date: Jan 84 Description: 87p. Pub. Type: Reports - Research/Technical Abstract: In addition to reviewing the literature on the pros and cons of computer use in the schools, this document reports the results of a research project in which 13 pairs of first graders learned to use the LOGO computer language over a 10-week period as part of their classroom activities. The first two chapters discuss the overall question of computer use in the school and review literature pertaining to the following areas: (1) reasons for using computers in the classroom; (2) arguments for using either computer assisted instruction or LOGO in the classroom; and (3) Piagetian theory that supports the use of LOGO in the classroom. Research methodology is described in the third chapter. The 11 research hypotheses concerned the ability of children to learn skills specific to controlling the computer as well as cooperative and individual problem-solving strategies, creative expression in a new medium, and abstract math and geometric principles. Data were subjective and included anecdotal records of each student, observations made by the classroom teacher, and information from each student's work file. The final chapter concludes that the research hypotheses were supported, that findings from other studies about the beneficial effects of working in small groups were confirmed, and that the computer instruction met the requirements of a Piagetian task. (Author/CB) Geogr. source: U.S.; Michigan Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. --149 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED241243 AUTHOR(s): McDonald, Joseph P. Thompson, Charles L. TITLE(s): Ruralmicro: Computers and "Excellence" in Small Town New Hampshire. ERIC Issue: RIEJUL84 Date: Jan 84 Description: 37p.; For related documents, see RC 014 667-669. Pub. Type: Reports - Descriptive - Program/Project descriptions Abstract: The successful computer program in rural Hillsboro-Deering (New Hampshire) Cooperative School District was the result of a program of excellence in education adopted by a completely new and inexperienced school board in 1978. Supported both by oldtimers and by newcomers, the board acquired new administrators, purged the faculty, and acquired $15,000 for three Apple computers which were the basis of the computer program. The district hired a zealous computer instructor who, over the next six years, organized a computer room at the joint site of the elementary, middle, and high schools, and expanded it to include 20 Apple microcomputers and a wide variety of software. Always full of students, the casually-run computer room became the site of much learning for elementary, secondary, and special education students of all abilities. The computer instructor developed and taught an introductory computer course for the faculty and established an elaborate K-12 computer curriculum. Beginning in kindergarten with games and minimal word processing, the curriculum advanced students to subject area software, LOGO, and word processing during the elementary school years, started them programming LOGO in grade 8, and continued teaching them BASIC and PASCAL programming and independent studies in high school. (SB) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. --150 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED238415 AUTHOR(s): Walker, Alice D. TITLE(s): Teaching the Turtle--A Paper on Papert. (Sociological Implications of Computer Education for Women and Minorities). ERIC Issue: RIEMAY84 Date: Jan 84 Description: 14p.; Paper presented at the Annual Meeting of the Association for Educational Communciations and Technology (Dallas, TX, January 20-24, 1984). Pub. Type: Information Analyses - State of the Art Opinions/Personal viewpoints/Position Papers/Essays Speeches, Conference Papers Abstract: Using the book "Mindstorms--Children, Computers and Powerful Ideas" as a reference point, this paper deals with the sociological challenges raised by Seymour Papert and explores such issues as the role of computers as carriers of powerful ideas and the seeds of cultural change. Recent studies are cited indicating that although the computer has the potential to raise the educational aspirations of all students, a significant gap exists between rich and poor, urban and rural, and large and small school districts, as well as between male and female and Caucasian and minority groups. Suggestions are offered for developing constructive strategies for change. Twenty-two references are listed. (Author/LMM) Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Practitioners Researchers --151 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED262756 AUTHOR(s): Delclos, Victor R. And Others TITLE(s): Teaching Thinking through LOGO: The Importance of Method. Technical Report Series, Report No. 84.1.2. ERIC Issue: RIEMAR86 Date: 84 Description: 21p. Pub. Type: Reports - Evaluative/Feasibility Abstract: Research was conducted to compare the effects of three different methods of teaching LOGO to fifth graders with a broad range of academic ability. The first method, based on Papert's idea of discovery learning, involved teacher presentation of LOGO instruction and student control of pace of learning. The second method involved the use of structured tutorials, written in much the same way as other computer assisted programs. The third method involved teaching in a mediational style, where the teacher made specific and conscious attempts to frame what was learned in the LOGO lesson in a broader context, and to bridge specific principles of learning to other situations where the same type of strategy would apply. Trends which emerged from this research suggest: (1) students involved in the discovery approach learn basic LOGO commands, but do not gain control over the turtle (a form on the computer screen) to the extent that they can predict what it will do; (2) a structured approach to learning LOGO seems better than discovery for mastering programming-specific skills; and (3) a carefully structured, mediational method seems to provide good results. (JB) Geogr. source: U.S.; Tennessee Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Grant No.: NIMH-MH-38235 Target aud.: Researchers --152 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED262751 AUTHOR(s): Kinzer, Charles K. And Others TITLE(s): Different Logo Learning Environments and Mastery: Relationships between Engagement and Learning. ERIC Issue: RIEMAR86 Date: ^84 Description: 24p. Pub. Type: Reports - Research/Technical Abstract: This paper discusses the results of research on learning LOGO programming language by two groups of fifth grade students who were taught using either a structured tutorial mode or an unstructured discovery method. Previous results showed mastery differences between the structured and unstructured teaching methods with the results favoring the structured approach. Using classroom observational techniques, the present study examines how students in the LOGO classes compare with students in traditional situations for such factors as time on task, discipline, and organization. Additionally, this research asks whether techniques other than mastery measures can be used to differentiate LOGO classes taught by structured and unstructured techniques, and whether there are observable classroom behaviors that differ in classes taught using the two different teaching methods. Findings indicate that while traditional methods of classroom observations may be appropriate to differentiate traditional classrooms from LOGO classrooms, they may be inappropriate to differentiate various LOGO learning environments; and that, while it may be possible for LOGO classrooms to look as if adequate learning is taking place, mastery may not happen. It is suggested that research in LOGO to specifically measure mastery is needed before claims of transfer can be taken seriously. (JB) Geogr. source: U.S.; Tennessee Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Grant No.: NIMH-MH-38253 Target aud.: Researchers --153 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED261661 AUTHOR(s): Ng, K. L. Evelyn TITLE(s): Introductory LOGO Programming for Language Teachers. ERIC Issue: RIEFEB86 Date: ^84 Description: 37p. Pub. Type: Guides/Methods/Techniques - Classroom Use - Instructional Materials Opinions/Personal viewpoints/Position Papers/Essays Abstract: Intended for language teachers who wish to learn how to program a computer to develop instructional materials, this paper specifically recommends the LOGO programming language for their needs. The core of the article consists of program examples and suggested activities in acquiring basic LOGO programming concepts, but it also includes a rationale for the selection of LOGO as the programming language for language teachers, a discussion of programming issues related to language teachers with specific reference to LOGO, and suggested LOGO programming concepts and learning activities. Eight instructional units present objectives and activities on the following topics: (1) a general understanding of LOGO operation and basic drawing commands; (2) understanding of basic list processing commands through reading of explanations and examples; (3) writing programs using the commands PRINT, SENTENCE, and REQUEST to produce completion exercises; (4) writing programs using the commands REPEAT and MAKE, and the utility procedure SHOWPICTURE; (5) writing programs using utility procedures PICKRANDOM and READNUMBER together with command OUTPUT to generate sentences; (6) writing programs for vocabulary or reading comprehension exercises using the commands GO and IF...THEN...STOP and ELSE; (7) writing programs using the conditional commands listed in unit six and ANYOF/ALLOF to produce exercises on grammar or language usage; and (8) writing programs using recursion and the commands FIRST, LAST, BUTFIRST, and BUTLAST to produce exercises that can be used to look for key words in students' writing. A 15-item reference list completes the document. (JB) Geogr. source: Canada; Ontario Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Target aud.: Teachers Practitioners --155 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED251823 AUTHOR(s): Douglass, Malcolm P., Ed. TITLE(s): Claremont Reading Conference. Forty-Eighth Yearbook: Reading in the Age of the Computer; Proceedings of the Claremont Reading Conference (51st, Claremont, California, March 20-21, 1984). ERIC Issue: RIEMAY85 Date: 84 Description: 255p. Pub. Type: Collected works - Proceedings Book Abstract: The articles in this collection approach the theme of "Reading in the Age of the Computer" in a variety of ways. Topics covered in the 26 articles include the following: (1) children, school, and computers; (2) new kinds of electronic learning environments; (3) the personal computer for creative learning and thinking; (4) going beyond rote and drill with computers; (5) narrative artistry in a new medium; (6) the LOGO language; (7) a personal computer writing curriculum; (8) college reading programs in the age of the computer; (9) development and use of computer-based learning materials; (10) evaluating software programs in reading; (11) outstanding effective classrooms; (12) reading and what children write; (13) how Shakespeare's contemporaries looked at education; (14) universal themes in folktales; (15) integrating reading and writing through grammar; (16) children's cognitive processing of television, radio, and books; (17) the use of sign language to supplement reading acquisition; (18) the development of graphic representation for American sign language; (19) assessment of children's communicative competence; and (20) the ideal environment in a neighborhood school. (HTH) Geogr. source: U.S.; California Not available from EDRS. Document Not Available from EDRS. Claremont Reading Conference Yearbook, Harper 200, Claremont Graduate School, Claremont, CA 91711 ($14.00). Report/ISSN: ISBN-0-941742-02-4 --156 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED323108 AUTHOR(s): Ellis, Carol McDaniel, Nan TITLE(s): Introduction to Apple LOGO, Parts 1, 2, 3 and Task Cards--Level I. ERIC Issue: RIEJAN91 Date: 84 Description: 105p.; For related document, see SE 051 561. Pub. Type: Guides/Methods/Techniques - Classroom Use - Instructional Materials Abstract: This series of units is designed to help middle, junior high, and high school students use LOGO computer language as a tool to explore concepts in geometry, estimation and problem solving. The format of the unit was designed so that the instruction can be provided by the classroom teacher. The lessons are constructed so that, with some teacher guidance, the students can work through them step by step. Follow-up activities for each lesson provide students with an opportunity to apply what they have learned in the lesson sequence. Challenge assignments provide additional stimulation for students who learn the language more quickly than others. Included in this document are parts 1, 2, and 3 of the "Introduction to Apple LOGO" program and 15 task cards. The program includes 14 lessons. (CW) Geogr. source: U.S.; South Carolina Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Target aud.: Students --158 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED246839 AUTHOR(s): Akst, Geoffrey, Ed. And Others TITLE(s): Microcomputers and Basic Skills in College: Applications in Reading, Writing, English as a Second Language, and Mathematics. ERIC Issue: RIEDEC84 Date: 84 Description: 102p. Pub. Type: Collected works - General Information Analyses - State of the Art Reports - Descriptive - Program/Project descriptions Abstract: An outgrowth of a conference of developmental faculty and administrators interested in exploring computer-based education, this monograph presents 26 papers devoted to microcomputer applications in college basic skills programs. Included are 5 papers on general topics, 13 on language teaching, 7 on mathematics, and 1 dissent paper. Articles range from broad overviews of the issues and options in this field to research papers and papers focusing on specific software packages. Additional papers explore the use of the word processor for teaching writing, discuss the steps faculty need to take in order to develop their own software or experience in adapting software written by others, and describe curricular models of pairing courses to improve instruction. Two major articles look to the future of the new technology and discuss how the computer may change teaching methods. Specific topics addressed include computerized testing in college basic skills instruction, sentence logic, teaching sentence structure by microcomputer, the potential of computer assisted-instruction in college reading programs, English as a second language (ESL) computer-assisted research and computer-assisted instruction, and relearning mathematics through LOGO. A glossary of technical terms is included. (LMM) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC05 Plus Postage. Target aud.: Practitioners --160 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED241315 AUTHOR(s): Wilson, Mary Alice TITLE(s): Introduction to Microcomputers. Inservice Series No. 16. ERIC Issue: RIEJUL84 Date: ^84 Description: 75p.; For a related document, see SE 044 009. Document may contain pages of marginal legibility. Pub. Type: Guides/Methods/Techniques - General Abstract: This manual is designed to introduce adults to microcomputers. It is planned for use with a series of five two-hour labs on Apple II or IIe computers, with participants expected to review sections and practice on a microcomputer between sessions. The goals are to have participants (1) understand how programing languages work, (2) understand the power and purpose of three types of software (word processing, electronic spreadsheets, and database management), (3) determine what skills they want to develop next, and (4) realize how much fun the computer can be. Helpful vocabulary is listed first, followed by sections on an introduction to Logo, word processing for the author, an introduction to BASIC, electronic spreadsheets, and database management. Each describes the purposes and what to do in some detail. A brief bibliography is also included. (MNS) Geogr. source: U.S.; Massachusetts Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. The Hampshire Educational Collaborative, The Center School, South Hadley, MA 01075 ($5.00). Target aud.: Practitioners --162 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED323107 AUTHOR(s): Ellis, Carol McDaniel, Nan TITLE(s): Starting Apple LOGO, Parts 1, 2 and Task Cards--Level S. ERIC Issue: RIEJAN91 Date: 84 Description: 67p.; For related document, see SE 051 562. Pub. Type: Guides/Methods/Techniques - Classroom Use - Instructional Materials Abstract: This unit is designed to acquaint elementary students with the way a computer operates and the way people communicate with computers. The format of the unit was designed so that the instruction can be provided by the classroom teacher. The lessons are constructed so that, with some teacher guidance, the students can work through them step by step. Follow-up activities for each lesson provide students with an opportunity to apply what they have learned in the lesson sequence. Challenge assignments provide additional stimulation for students who learn the language more quickly than others. Included in this document are parts one and two of the "Starting Apple LOGO" program and 15 task cards. The program includes five lessons and two sets of supplementary activities. (CW) Geogr. source: U.S.; South Carolina Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Target aud.: Students --166 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED247909 AUTHOR(s): Aichele, Douglas B., Ed. And Others TITLE(s): Proceedings: Annual Microcomputer Conference (3rd, Stillwater, Oklahoma, November 18-19, 1983). ERIC Issue: RIEJAN85 Date: Nov 83 Description: 78p. Pub. Type: Collected works - Proceedings Guides/Methods/Techniques - Non-classroom Use Reports - Descriptive - Program/Project descriptions Abstract: LOGO programming language and microcomputer applications for educators are the primary themes addressed in this conference collection of 2 keynote speeches and 32 presentation abstracts (with reference lists). The keynote papers are "LOGO and the Retraining of Teachers," by Kathleen A. Martin and "Should I Use LOGO?" by James H. Muller; the abstracts summarize presentations by 5 education administrators, 3 elementary teachers, 5 secondary teachers, 5 special educators, 6 postsecondary educators, and 8 teacher educators. Specific topics addressed include accountability, computing readability by microcomputer, using microcomputers for editing business letters and reports, PASCAL, building the high school computer curriculum, teaching programming, using the computer with gifted and talented students, learning disabled students and computer assisted instruction (CAI), evaluating software for CAI, preparing instructional still visuals using a microcomputer, CAI in three sensory modes for foreign language learning, computer science needs in Oklahoma, the role of microcomputers in a preservice elementary math methods course, computer literacy guidelines (K-12), and important considerations for teacher training in microcomputer technology. (Author/LMM) Geogr. source: U.S.; Oklahoma Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Target aud.: Teachers Administrators Practitioners --168 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED239602 AUTHOR(s): Reggini, Horacio C. TITLE(s): Logo and Von Neumann Ideas ^and Towards a Humanistic Use of Computers in Education = Hacia una insercion humanista de las computadoras en la educacion. ERIC Issue: RIEJUN84 Date: Sep 83 Description: 42p.; Papers presented at the Conference on Computers in Education and Culture (1st, Buenos Aires, Argentina, September 16-18, 1983). Spanish version (for second paper, only) begins on page 30. Pub. Type: Information Analyses - State of the Art Opinions/Personal viewpoints/Position Papers/Essays Abstract: The first article, "LOGO and von Neumann Ideas," deals with the creation of new procedures based on procedures defined and stored in memory as LOGO lists of lists. This representation, which enables LOGO procedures to construct, modify, and run other LOGO procedures, is compared with basic computer concepts first formulated by John von Neumann. The second paper, "Towards a Humanistic Use of Computers in Education," argues that integration of computers in classrooms does not necessarily imply an improvement in the quality of education; rather, computer applications must be related to a cognitive view of learning that fosters the development of a harmonious relationship among culture, science, and human values. Some of the principles of LOGO programming system/language are analyzed as it generates a structure through which computers can effectively improve learning conditions while respecting, at the same time, the learner's linguistic and cultural identity. A Spanish translation of the second paper is included. (LMM) Geogr. source: Argentina Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. --170 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED237066 AUTHOR(s): Munro-Mavrias, Sandra TITLE(s): Computer Programming by Kindergarten Children Using LOGO. ERIC Issue: RIEAPR84 Date: 21 Jun 83 Description: 17p.; Paper presented at the Association for Media and Technology in Education in Canada/ADATE Confluence '83 (Montreal, Canada, June 21, l983). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: Conservation ability, spatial motor ability, age, and gender were used as predictive variables in a study of 26 kindergarten children's computer programming ability. A preliminary pilot study with first graders had suggested that programming success was related to the ability to reverse thought processes. In both studies, children were taught to program with the LOGO Turtle using a simplified form of LOGO. The subjects were 12 girls and 14 boys from a kindergarten class of a private school emphasizing creativity. Scores from a school-administered conservation test and from the geometric design subtest of the Weschler Preschool and Primary Scale of Intelligence were used. Students were given a 30-minute computer literacy demonstration and two 20-minute sessions of unstructured exploration with the four LOGO commands for the procedures. Individual posttesting required the child to draw geometric shapes with the Turtle. Results indicated that conservation ability was a good predictor of programming skill although the four variables together did not account for a significant amount of variance in programming ability. A replication of the study with 16 kindergarten children in a French-immersion public school showed that none of the predictors was significant. Six references are listed. (LMM) Geogr. source: Canada; Quebec Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Researchers Practitioners --172 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED234983 TITLE(s): Progress and Planning Report: K-12 Use of Computers in the Instructional Setting. ERIC Issue: RIEFEB84 Date: 16 May 83 Description: 75p.; Prepared by the Computer Planning Team. Pub. Type: Reports - Evaluative/Feasibility Abstract: This report examines the exploration and implementation of a multi-faceted approach to the use of computers in the instructional setting in the Worthington (Ohio) School District. Section I presents major steps which occurred during the 1981-82 and 1982-83 school years. These include formation of task forces, descriptions of major ways in which computers could benefit students/teachers (computer awareness, programming, courseware, and classroom management), pilot projects, information on community education, software selection, and a policy statement. Section II includes the findings/conclusions of the pilot projects (alternative campus, business, high school computer science, English as a second language, and Logo pilots) and a detailed account of the Minnesota Educational Computing Consortium (MECC) inservice program; background information, inservice design, findings, conclusions, and recommendations related to the MECC program are included in the latter. Recommendations resulting from the pilot projects as well as proposed projects are presented in section III). Five issues facing the school district are addressed in section IV. These issues focus on computer languages in the K-6 curriculum, teacher readiness, a "survey" course, software selection, and hardware selection. Supporting documentation, including MECC pre-/post-evaluation results and an MECC evaluation form is included in appendices. (JN) Geogr. source: U.S.; Ohio Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Target aud.: Practitioners --174 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED234768 TITLE(s): Frontiers in Educational Computing. Association for Educational Data Systems Annual Convention Proceedings (21st, Portland, Oregon, May 9-13, 1983). ERIC Issue: RIEFEB84 Date: May 83 Description: 400p.; Best copy available. For related documents, see ED 201 410 and ED 223 239. Pub. Type: Collected works - Proceedings Opinions/Personal viewpoints/Position Papers/Essays Reports - General Abstract: The 98 papers in this collection examine a wide variety of topics related to the latest technological developments as they apply to the educational process. Papers are grouped to reflect common, broad areas of interest, representing the instructional, administrative, and computer science divisions of the Association for Educational Data Systems (AEDS), a private, non-profit, international educational organization, which has the aim of providing a forum for the exchange of ideas and information about the relationship of modern technology to education. Included are lists of the 1983 Convention team, AEDS Board of Directors, Affiliate Group Presidents, Institutional Members of AEDS, Sustaining Members of AEDS, and an index of papers by author. Individual papers address such varied topics as the use of microcomputers for drills, tutorials, tests and word processing; developing instructional materials for the computer; modern approaches to learning to program; planning for computer acquisition; computer literacy in a multicultural environment; an attendance system for secondary schools; LOGO in the elementary classroom; programming plans and advance organizers and their uses in improving program debugging performance; setting up a computer program; and micro-assisted school management. (LMM) Geogr. source: U.S.; Oregon Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Association for Educational Data Systems, 1201 16th Street, NW, Washington, DC 20036 ($20.00, per copy). Target aud.: Practitioners Researchers --176 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED249921 AUTHOR(s): Sheingold, Karen And Others TITLE(s): Chameleon in the Classroom: Developing Roles for Computers. Symposium. Technical Report No. 22. ERIC Issue: RIEMAR85 Date: Apr 83 Description: 65p.; For related documents, see IR 011 338, IR 011 343-344, IR 011 352-353, IR 011 359, and IR 011 362. Papers presented at a Symposium at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-15, 1983). This document comprises Technical Report Nos. 12-15 and 20-21. Pub. Type: Collected works - Proceedings Opinions/Personal viewpoints/Position Papers/Essays Reports - Research/Technical Abstract: This symposium includes the following papers: "Software for the Classroom: Issues in the Design of Effective Software Tools" (D. Midian Kurland); "Computers for Composing" (Janet H. Kane); "LOGO Programming and Problem Solving" (Roy D. Pea); "The Computer as Sandcastle" (Jeanne Bamberger); "Learning LOGO Together: The Social Context" (Jan Hawkins); and "Research and Design Issues Concerning the Development of Educational Software for Children" (Cynthia A. Char). The first four papers, preceded by an introduction by Karen Sheingold, are concerned with uses of the computer in the classroom. Kurland argues that tool software may be uniquely important for educators to consider for equipping students to function in this age of information. Kane describes case studies of children using word processors for writing, and comments on the similarities and differences between writing with and without computer technology. Pea discusses several different studies of children learning LOGO programming in classrooms and suggests that it may be important for educators to specify the goals they want to attain by using computers in their classrooms. Bamberger explores the use of programming with students in various musical contexts: rhythm, melody, and composition. The two remaining papers discuss the relationship between the computer and the social context of which it is part. Hawkins discusses peer collaboration as an important context for learning and describes LOGO programming as a facilitator of such collaboration. Char's paper suggests some of the variables that contribute to how software is used, as well as ways of designing software and materials to take account of classroom differences. Two discussants--James A. Levin, of the University of California at San Diego, and Joseph Glick, of the City University of New York--view this collection of papers through their own unique perspectives: Levin looks at the potential of new technology for affecting learning experiences for students and Glick brings a Piagetian developmental perspective to the research. (THC) Geogr. source: U.S.; New York Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. Target aud.: Policymakers Researchers --178 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED240978 AUTHOR(s): Streibel, Michael J., Comp. TITLE(s): Proceedings of the Annual Penn State Microcomputer Information Exchange Conference (2nd, University Park, Pennsylvania, March 11-12, 1983). ERIC Issue: RIEJUL84 Date: Mar 83 Description: 250p.; Some sections may be marginally legible due to light or broken type. Pub. Type: Collected works - Proceedings Reports - Descriptive - Program/Project descriptions Abstract: This collection of 17 conference presentations includes (1) "Project LOGO: A Study in Cognitive Enhancement Using Microcomputers," Henry Dobson; (2) "Tender Loving Care for Your Terrific Little Computer (TLC for your TLC)," Carol Dwyer and Karl Kelly; (3) "Teaching Micro-Literacy to Kids," Robert Gillingham; (5) "Teaching Music with the Apple II Microcomputer," William Higgins; (6) "The Design of a Microcomputer Data Base for Educators," Carol Jean Howard, Ronald Aitken, and Timothy Robinson; (7) "A Computer Programming Curriculum for High School (I, II, III), Newton Kulp; (8) "Microcomputers in Engineering Graphics," William H. Park; (9) "Computer Camps for Children and Adults in America," Joan Parrett; (10) "Parallel Microprocessors: Mainframe Power for Micro Prices," Douglas J. Parsons; (11) "Microcomputer Applications for Laboratory Sciences," Thomas Sandusky and Jeffrey D. Charney; (12) "Computer-Managed Instruction: Will I Control It or Will It Control Me?" Carol Scheftic; (13) "Computer Courseware for the Deaf and Learning Disabled: What's Being Done?," Casey Stone and Kathleen Smith; (14) "Microcomputer Anxiety," John Tongue; (15) "Computer Literacy for Professionals," Leslie E. Vance; (16) "Staff Development for Computer Literacy--A Model Way?" James P. West; and (17) "The Unexpected Treasure: Developing Problem Solving Skills through Interactive Fantasy," J. Alan Whiteside. The conference agenda is included, as well as lists of the planning committee and hosts. (LMM) Geogr. source: U.S.; Wisconsin Available in paper copy and microfiche. EDRS Price - MF01/PC10 Plus Postage. Target aud.: Practitioners --180 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED256288 AUTHOR(s): Rieber, Lloyd P. TITLE(s): The Effect of LOGO on Increasing Systematic and Procedural Thinking according to Piaget's Theory of Intellectual Development and on Its Ability to Teach Geometric Concepts to Young Children. ERIC Issue: RIESEP85 Date: ^83 Description: 25p. Pub. Type: Reports - Research/Technical Abstract: This study investigated the effectiveness of LOGO's turtle graphics in both providing a model of systematic thought and in teaching simple geometry to young children in the second grade. The treatment given to 25 second grade students in the experimental group consisted of programming with LOGO's turtle graphics using four Apple II+ microcomputers. Students received approximately 1 hour of exposure every week for 3 months. The control group was a second grade class of 22 students from another school. Both groups were in the same school district and used the same textbooks and curriculum. The pretest and posttest scores of both groups were analyzed using dependent t-tests. The results showed that LOGO had a statistically significant effect on students' ability to think systematically and to understand certain geometric concepts. Nineteen references are listed. (Author/LMM) Geogr. source: U.S.; Pennsylvania Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Researchers --182 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED250174 AUTHOR(s): Libeskind, Shlomo And Others TITLE(s): Logo Activities in Elementary Geometry. ERIC Issue: RIEMAR85 Date: 83 Description: 50p. Pub. Type: Guides/Methods/Techniques - Classroom Use - Instructional Materials Abstract: These activities were designed for use at the University of Montana, where they were tested for four quarters in a mathematics for elementary teachers course on informal geometry. They are for use with Apple II-Plus computers with 64K memory or Apple IIe computers and MIT Logo. (Modifications are necessary if the activities are to be used with Apple Logo or with MIT Logo for the Commodore 64.) Specific directions are given to the student for beginning to work, as well as for such activities as: turtle commands; designing procedures; workspace management; initializing disks and saving files on a disk; work with circles; recursion, POLY, and other procedures; constructions; and transformational geometry ideas. Generally, part of each page guides students to learn a procedure or idea, and then additional tasks or problems are posed. Finally, a summary of commands is given. (MNS) Geogr. source: U.S.; Montana Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Grant No.: SER-8160728 Target aud.: Students --184 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED242300 AUTHOR(s): Willis, Jerry W. And Others TITLE(s): Computers, Teaching, and Learning: An Introduction to Computers in Education. ERIC Issue: RIEAUG84 Date: 83 Description: 264p. Pub. Type: Book Abstract: Intended as an action guide, this book focuses on the issues, concepts, and facts relevant to the educator who wants to consider using computers to accomplish learning objectives. A short history of computers emphasizing microcomputers and their use in education is followed by a discussion of current educational uses which includes a more detailed look at some representative applications in preschool, elementary, high school, and college settings. The essentials of selecting the best computer or computers for specific applications are outlined, and some suggestions are offered for equipment purchasing and software selection. An introduction to PILOT, BASIC, and LOGO programming languages describes their general characteristics and offers a tutorial designed to allow users to write simple programs and to read and understand many educational programs. A section on types of educational applications introduces, explains, and provides examples of the major ways in which computers are used in educational settings, e.g., computer assisted instruction, computer managed instruction, and applications in assessment and evaluation, including individual program planning. The final section describes other information sources, including books, magazines and journals, and computer databases. (LMM) Geogr. source: U.S.; Oregon Available in microfiche only. EDRS Price - MF01 Plus Postage. PC Not Available from EDRS. dilithium Press, P.O. Box 606, Beaverton, OR 97075 ($9.95 plus shipping). Report/ISSN: ISBN-0-88056-065-7 Target aud.: Practitioners Policymakers --186 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED280440 AUTHOR(s): Cicchelli, Jerry J. Richards, Edgar L. TITLE(s): The Implementation and Preliminary Results of an Action Research Project in the Mahopac Schools. ERIC Issue: RIEAUG87 Date: ^83 Description: 10p.; Best copy available. Pub. Type: Reports - Research/Technical Abstract: This 3-month investigation of changes in teaching and learning behaviors as microcomputers and computer literacy are integrated into the curriculum involved nine primary teachers (Mahopac Central School District, New York) in grades 1 to 3, who had received training in the use of microcomputers and in Logo. Each teacher implemented the same computer literacy program, but the number of microcomputers per classroom varied from one to four for each grade level. Data were collected by administrators and the Director of Computer Education, who observed teachers and students and recorded 15 agreed-upon classroom behaviors in standard written format. Selected preliminary findings indicate the following: some students preferred directed learning experiences with the computer while others preferred to experiment on their own; students mastered the Logo programming objectives faster than expected; students preferred to be helped by other students rather than by teachers; students in grades 2 and 3 preferred to work with the computer independently rather than in pairs; computer work in grade 3 increased student on-task behavior; hyperactive students engaged themselves attentively with the computer; and the use of synthesized speech in reading CAI software appears to aid word recognition among slower students in the first grade. Although one computer in a classroom was found to be insufficient for class needs, none of the student behaviors observed was found to be related to a specific number of microcomputers in the classroom. Twelve references are provided. (DJR) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. --188 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED235787 AUTHOR(s): Hortin, John A., Ed. Teague, Fred A., Ed. TITLE(s): Educational Considerations, Spring 1983. In: Educational Considerations v10 n2 Spring 1983 ERIC Issue: RIEMAR84 Date: 83 Description: 39p. Pub. Type: Collected works - Serials Opinions/Personal viewpoints/Position Papers/Essays Abstract: Crucial, technologically oriented issues currently facing educators are addressed in the following 11 articles: (1) "The Definition of Educational Technology: An Emerging Stability," by Donald P. Ely; (2) "Media Applications to Instruction: Current Theoretical Considerations," by Gerald M. Torkelson; (3) "The Dilemma of Visualized Research: Lack of Practitioner Involvement and Implementation," by Francis M. Dwyer; (4) "Processing Spatial Media," by William D. Winn; (5) "Involving Students in the Instructional Design Process," by John A. Hortin; (6) "Microcomputers: Where Did They Come From? What Will We Do with Them?" by Fred A. Teague and Doug Rogers; (7) "On First Encountering LOGO; Some Questions for Further Research," by Michael J. Streibel; (8) "Instructional Technology and Decision Making," by Robert Heinich; (9) "Educational Technology in the Near-Term Future," by Kent L. Gustafson; (10) "Picture as Visual Text," by Ann DeVaney Becker; and (11) "The Next Decade of Instructional Technology Research," by Richard E. Clark. Most of the articles provide a reference list. (LMM) Geogr. source: U.S.; Kansas Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Business Manager, Educational Considerations, College of Education, Kansas State University, Manhattan, KS 66506 ($4.00 per year; $1.50 for single copies). Target aud.: Practitioners --190 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED249926 AUTHOR(s): Hawkins, Jan TITLE(s): The Flexible Use of Computers in Classrooms. Technical Report No. 6. ERIC Issue: RIEMAR85 Date: 12 Nov 82 Description: 11p.; Paper presented at the Microcomputer Conference of New York University School of Education, Health, Nursing and Arts Professions. Center for Educational Research, Field and Administrative Services (New York, NY, November 12, 1982). Pub. Type: Information Analyses - State of the Art Opinions/Personal viewpoints/Position Papers/Essays Speeches, Conference Papers Abstract: With increasing attention being given to the importance of microcomputers in the schools, there is concern about how new teachers can best be prepared to use the new technology effectively. This paper presents a perspective on teacher training based on three categories in which computers may be used in the classroom: to provide unique learning experiences that take advantage of special features of the technology; to provide information about, and practice with, the technology itself; and to influence social aspects of classroom life. The paper briefly describes three different types of software which have been developed to address the issues above: a word processor to influence children's writing skills; three pieces of software for teaching science and math concepts to fourth through sixth graders; and a LOGO software program to teach children to collaborate while learning programming skills. It is concluded that during teacher preservice education, students should be made aware of the options available for using the computer as a tool in their curricula, and how to make critical choices for integrating it with their teaching goals. (Author/THC) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Target aud.: Practitioners --192 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED205206 AUTHOR(s): Seidman, Robert H. TITLE(s): The Effects of Learning a Computer Programming Language on the Logical Reasoning of School Children. ERIC Issue: RIEDEC81 Date: 14 Apr 81 Description: 63p.; Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 14, 1981). Pub. Type: Reports - Research/Technical Speeches, Conference Papers Abstract: The research reported in this paper explores the syntactical and semantic link between computer programming statements and logical principles, and addresses the effects of learning a programming language on logical reasoning ability. Fifth grade students in a public school in Syracuse, New York, were randomly selected as subjects, and then randomly placed in either the experimental or the control group. The experimental group was taught LOGO, a programming language developed for use with young children, while the control group received no special instruction. At the end of the treatment period, both groups were administered a series of tests measuring their conditional reasoning abilities. Tests were scored in two distinct ways, and the two groups were statistically compared within both scoring schemes by split-plot two-factor repeated measures and one-way analysis of variance. It was found that students in the experimental group who interpreted conditional logic statements biconditionally performed significantly better on the inversion fallacy principle than the control group; no significant difference was found when test items were scored in the traditional manner. Comparison of pre- and post-experiment achievement test scores showed a significant improvement in reading only for the control group. Some areas for further research are suggested, and a 64-item bibliography is attached. (MER) Geogr. source: U.S.; New York Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. --194 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED207804 AUTHOR(s): Lawler, Robert W. TITLE(s): Extending a Powerful Idea. Artificial Intelligence Memo No. 590. ERIC Issue: RIEFEB82 Date: Jul 80 Description: 22p. Pub. Type: Reports - Research/Technical Abstract: This document focuses on the use of a computer and the LOGO programing language by an eight-year-old boy. The stepping of variables, which is the development and incrementally changing of one of several variables, is an idea that is followed in one child's mind as he effectively directs himself in a freely-chosen problem-solving situation. The specific case of this child is used to show how the power of the computer in education can go well beyond the "traditional" roles of drill-and-practice and game playing. (MP) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Artificial Intelligence Lab., 545 Technology Square, Rm. 338, Cambridge, MA 02139 ($1.75). Report/ISSN: LOGO-58 Grant No.: NSF-77-19083-SED --196 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED209789 AUTHOR(s): Weir, Sylvia TITLE(s): The Evaluation and Cultivation of Spatial and Linguistic Abilities in Individuals with Cerebral Palsy. Artificial Intelligence Memo No. 570. ERIC Issue: RIEAPR82 Date: Oct 79 Description: 42p.; For related information, see EC 140 100. Best copy available. Pub. Type: Reports - Descriptive - Program/Project descriptions Reports - Evaluative/Feasibility Abstract: The authors review their work on helping physicaly handicapped persons gain spatial cognition through the interactive graphics learning environment of a computer LOGO system. The findings are said to demonstrate that the LOGO tasks are a viable part of a school curriculum for students with cerebral palsy, as shown by severely/profoundly handicapped students 7 to 8, 11 to 13 and 17 years old. The LOGO system allowed the students a source of experience in visiospatial problem solving. Efforts to develop computer based methods of assessment are discussed. Possible reasons for demonstrated deficits in visiospatial functioning are noted to include lack of experience and the effects of brain damage. The system's role in studying linguistic problems and improving communication skills is considered, and future research topics are listed. (CL) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Report/ISSN: LOGO-M-55 Grant No.: CFDA-13-443 --198 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED196423 AUTHOR(s): Papert, Seymour And Others TITLE(s): The Brookline LOGO Project. Final Report. Part II: Project Summary and Data Analysis. A.I. Memo No. 545. LOGO Memo No. 53. ERIC Issue: RIEMAY81 Date: Sep 79 Description: 223p.; For a related document, see IR 009 032. Pub. Type: Reports - Evaluative/Feasibility Abstract: During the school year 1977/78 four computers equipped with LOGO and Turtle Graphics were installed in an elementary school in Brookline, Massachusetts. All sixth grade students in the school had between 20 and 40 hours of hands-on experience with the computers, and the work of 16 students ranging from intellectually gifted and average to learning disabled was documented in detail. This volume includes (1) an overview of the Brookline LOGO project, (2) a description of the learning styles of different students who took part in the project, (3) the experiences of students at both extremes of the range of abilities present in a typical public school, (4) a breakdown of the computer programming skills and concepts learned by the students during the course of the project, (5) a breakdown of the mathematical and geometrical skills and concepts learned by the students during the course of the project, and (6) a description of the results of a brief exposure of students to a dynamic turtle which simulates Newtonian motion. Numerous illustrations are included. (Author/LLS) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC09 Plus Postage. Grant No.: NSF-77-19083SEI --200 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED207589 TITLE(s): Assessment and Documentation of a Children's Computer Laboratory. AI Memo 460. ERIC Issue: RIEFEB82 Date: Sep 77 Description: 28p.; For related documents, see ED 196 423-424. Pub. Type: Reports - Evaluative/Feasibility Abstract: The proposed research will thoroughly document the experiences of a small number of fifth grade children in an elementary school computer laboratory using LOGO, an advanced computer language designed for children. This documentation of a LOGO learning experience will offer specific information about the use of current advanced educational technology in an elementary school classroom, pinpoint the skills and knowledge acquired by the students, and provide evidence about the possible transfer of learning into more general cognitive skills such as problem solving. The information and the methodologies tested will point out possibilities for large scale verification of the observed gains, as well as provide the basis for practical curriculum development. The information provided will also help form a basis for the decisions to be made by educators throughout the country in the next few years concerning the use of computational technology in public school classrooms. (Author/LLS) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Report/ISSN: LOGO-48 --202 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED207579 AUTHOR(s): Miller, Mark L. Goldstein, Ira P. TITLE(s): Overview of a Linguistic Theory of Design. AI Memo 383A. ERIC Issue: RIEFEB82 Date: Feb 77 Description: 38p.; For related documents, see IR 009 700-702. Pub. Type: Reports - Descriptive - Program/Project descriptions Abstract: The SPADE theory, which uses linguistic formalisms to model the planning and debugging processes of computer programming, was simultaneously developed and tested in three separate contexts--computer uses in education, automatic programming (a traditional artificial intelligence arena), and protocol analysis (the domain of information processing psychology). In the education context, an editor has been implemented that encourages students to define and debug programs in terms of explicit design choices. The editor provides a structured programming environment based on a detailed theory of the processes involved in coherently structured problem solving. In the AI context, an automatic programmer called PATN was designed using an augmented transition network embodiment of the SPADE theory. This resulted in a unified framework which clarified work on planning and debugging by Sacerdoti and Sussman. In the psychology context, a parser called PAZATN has been designed that applies the SPADE theory to the analysis of programming protocols to produce a parse delineating the planning and debugging strategies used by the problem solvers. Hand-simulations of PATN and PAZATN on elementary programming problems and informal experiments with the SPADE editor demonstrate the effectiveness of the theory in accounting for a wide range of planning and debugging techniques. Twenty-six references are listed. (Author/LLS) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC02 Plus Postage. Report/ISSN: LOGO-30A Grant No.: NSF-EC40708X; ONR-N00014-75-C-0643 --204 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED207809 AUTHOR(s): Solomon, Cynthia J. TITLE(s): Teaching the Computer to Add: An Example of Problem-Solving in an Anthropomorphic Computer Culture. Artificial Intelligence Memo No. 396. ERIC Issue: RIEFEB82 Date: Dec 76 Description: 22p. Pub. Type: Reports - Descriptive - Program/Project descriptions Abstract: This document describes how to teach a computer to add numbers using the LOGO programing language. The programing project is described in the way a student might develop it. The model of developing the program uses humans as an anthropomorphic model for the computer, and the computer as a model for people. The document has an unorthodox style, as much of it is in the form of a monologue that reflects a programer's mind who is working on a project. The paper concludes with the goals of the project that were attained and contains suggestions for further extension of the investigation. (MP) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Artificial Intelligence Lab., 545 Technology Square, Rm. 338, Cambridge, MA 02139 ($1.75). Report/ISSN: LOGO-41 Grant No.: NSF-EC-40708-X --206 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED207581 AUTHOR(s): Miller, Mark L. Goldstein, Ira P. TITLE(s): Parsing Protocols Using Problem Solving Grammars. AI Memo 385. ERIC Issue: RIEFEB82 Date: Dec 76 Description: 57p. Pub. Type: Reports - Descriptive - Program/Project descriptions Abstract: A theory of the planning and debugging of computer programs is formalized as a context free grammar, which is used to reveal the constituent structure of problem solving episodes by parsing protocols in which programs are written, tested, and debugged. This is illustrated by the detailed analysis of an actual session with a beginning student working on a typical introductory LOGO project. The virtues and limitations of the context-free form of the grammar as a technique for summarizing certain insights into the references are listed. (Author/LLS) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Report/ISSN: LOGO-32 Grant No.: NSF-EC40708X --208 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED207578 AUTHOR(s): Solomon, Cynthia J. Papert, Seymour TITLE(s): A Case Study of a Young Child Doing Turtle Graphics in LOGO. AI Memo 375. ERIC Issue: RIEFEB82 Date: Jul 76 Description: 10p. Pub. Type: Reports - Research/Technical Abstract: This paper describes and comments on a seven year old's experiences with turtle graphics in order to explore some important issues with regard to using computers in education and to probe into the question of what programmin ideas and projects will engage young children. The case study which is described took place at the Artificial Intelligence LOGO Lab at the Massachusetts Institute of Technology where the child, a second grader, spent several hours on a consecutive Saturday and Sunday, talking in LOGO to a debugging sessions. Nine references are listed. (Author/LLS) Geogr. source: U.S.; Massachusetts Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Report/ISSN: LOGO-28 Grant No.: NIE-G-74-0012; NSF-EC40708X --212 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED128181 AUTHOR(s): Abelson, H. And Others TITLE(s): LOGO Progress Report 1973-1975. Artificial Intelligence Memo Number 356. Revised. ERIC Issue: RIEJAN77 Date: Mar 76 Description: 22p. Pub. Type: Reports - Descriptive - Program/Project descriptions Abstract: This report outlines the accomplishments of the LOGO project of the Massachusetts Institute of Technology's Artificial Intelligence Laboratory during the period 1973-1975. Three major areas of work are listed: (1) building learning environments, (2) the theory behind the environments, and (3) experimenting with learning environments. Advances in the design of computer hardware and software are reported; these led to expansion of the activities and the grade levels of students using the system. Advances in physics, biology, music, games and simulation, and language. Experiments related to teaching, Piagetian psychology, learning laboratories, work with secondary-school and college students, and learning experiments are reported. Goals for 1975-1976 are listed in each section. (SD) Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. The Artificial Intelligence Laboratory, 545 Technology Square, Cambridge, MA 02139 ($1.30) Report/ISSN: LOGO-22 Grant No.: NSF-EC-40708-X --214 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED124488 AUTHOR(s): Bamberger, Jeanne TITLE(s): Development of Musical Intelligence 1: Strategies for Representing Simple Rhythms. Artificial Intelligence Memo 342, Logo Memo 19. ERIC Issue: RIEOCT76 Date: Nov 75 Description: 68p. Pub. Type: Reports - Research/Technical Abstract: The first in a series of monographs that describe various aspects of the development of musical intelligence, this paper describes two distinct and contrasting strategies which individuals use for making sense of simple rhythmic figures. The strategies are identified as (1) figural, related to gestures, and (2) metric, referring to measuring durations. The paper proposes that, while individuals tend to favor one of the strategies, both are necessary for intelligent musical behavior. Data are derived from children's drawings of simple rhythmic figures. Analysis leads to development of new knowledge and to creative learning and performing in music and possible other disciplines. It is concluded that traditional schooling tends to emphasize only one strategy which does not stimulate the interaction of both strategies, thus inhibiting students' developments. Basic data and description of the taxonomies are presented in the first of the paper. Part two describes relationships between the strategies. Part three contains data that exemplify the interactions. The last section discusses the developmental issues inherent in the data and makes some suggestions for teaching music. (Author/ND) Available in paper copy and microfiche. EDRS Price - MF01/PC03 Plus Postage. Grant No.: EC-40708X --216 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED111347 AUTHOR(s): Weyer, S. A. Cannara, A. B. TITLE(s): Children Learning Computer Programming: Experiments with Languages, Curricula and Programmable Devices. Technical Report No. 250. ERIC Issue: RIEJAN76 Date: 27 Jan 75 Description: 228p. Pub. Type: Reports - Descriptive - Program/Project descriptions Abstract: An experiment was conducted to study how children, aged 10-15 years, learn concepts relevant to computer programing and how they learn modern programing languages. The implicit educational goal was to teach thinking strategies through the medium of programing concepts and their applications. The computer languages Simper and Logo were chosen because they are computationally general, relatively easy to learn, interactive with powerful editing features, and are highly dissimilar. The experiment included significant tutoring, curriculum design, and various special output devices such as graphic displays, robots, electric trains, and sound synthesizers. The report is divided into six major sections: (1) introduction: background and motivation; (2) programing facilities; (3) student selection, grouping and tutoring; (4) curricula; (5) data acquisition and analysis; and (6) results. Among the results were suggested modifications to both the Simper and Logo languages and to the curriculum designed to teach them. (KKC) Available in paper copy and microfiche. EDRS Price - MF01/PC10 Plus Postage. Report/ISSN: SU-IMSSS-TR-250 --218 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED118370 AUTHOR(s): Abelson, Hal Adams, Jim TITLE(s): A Glossary of LOGO Primitives. Artificial Intelligence Memo Number 315. ERIC Issue: RIEJUN76 Date: Dec 74 Description: 25p.; For a more comprehensive description of LOGO, see SE 019 894. Related documents are ED 077 236, 240-243, SE 019 893-894, and 896-899 Pub. Type: Reports - Research/Technical Abstract: This manual provides a brief description of the primitives in the computer language PDP 11 LOGO. It is intended to provide a quick reference for users who are familiar with the basics of the LOGO language. (Author/SD) Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. Report/ISSN: LOGO-14 --220 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED118368 AUTHOR(s): Goldstein, Ira And Others TITLE(s): LLOGO: An Implementation of LOGO in LISP. Artificial Intelligence Memo Number 307. ERIC Issue: RIEJUN76 Date: 27 Jun 74 Description: 77p.; For related documents, see ED 077 236, 240-243, SE 019 893-894, and 896-900 Pub. Type: Reports - Research/Technical Abstract: LISP LOGO is a computer language invented for the beginning student of man-machine interaction. The language has the advantages of simplicity and naturalness as well as that of emphasizing the difference between programs and data. The language is based on the LOGO language and uses mnemonic syllables as commands. It can be used in conjunction with character-oriented display terminals, graphic display systems, and music generation. This document provides a discussion of the merits of LISP LOGO, as well as a user's manual for the language. (SD) Available in paper copy and microfiche. EDRS Price - MF01/PC04 Plus Postage. Report/ISSN: LOGO-11 --222 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED115535 AUTHOR(s): Bamberger, Jeanne TITLE(s): The Luxury of Necessity. Logo Memo No. 12. ERIC Issue: RIEAPR76 Date: May 74 Description: 25p. Pub. Type: Book Abstract: Research in the development of musical perception is described. It is crucial to students' experience that they learn to bring to the surface those "invisible" ideas inherent in music development such as clapping a rhythm or singing a tune. In this way they learn to bridge the gap between intuitive knowledge and the representation of this knowledge which can lead to greater musical appreciation. One such exercise requires students to arrange a given set of musical blocks into a whole tune. This immediately involves students in active listening, searching for coherence, and thinking about a melody as interrelated parts of a melodic rhythms to be represented in their relation to the underlying pulse of the tune. A representation is sufficiently powerful when students can intuit musical events and relations in a way which they can generalize and transfer to other musical situations. Such representations give the listener a means for actually perceiving aspects of a composition that were previously inaccessible. (Author/DE) Available in paper copy and microfiche. EDRS Price - MF01/PC01 Plus Postage. --224 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED057582 AUTHOR(s): Weiner, Walter B. And Others TITLE(s): The LOGO Processor; A Guide for System Programmers. ERIC Issue: RIEAPR72 Date: 30 Jun 71 Description: 63p.; Programming-Languages as a Conceptual Framework for Teaching Mathematics; See also EM 009 419, EM 009 420, EM 009 421 Abstract: A detailed specification of the LOGO programing system is given. The level of description is intended to enable system programers to design LOGO processors of their own. The discussion of storage allocation and garbage collection algorithms is virtually complete. An annotated LOGO system listing for the PDP-10 computer system may be obtained on request. For further information about the LOGO program of computer-assisted instruction in mathematics see volumes I, II, III of the report (EM 009 419, EM 009 420, and EM 009 421). (JY) EDRS Price - MF01/PC03 Plus Postage. Report/ISSN: R-2165 --226 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED057580 AUTHOR(s): Grant, Richard And Others TITLE(s): LOGO Teaching Sequences on Numbers and Functions and Equations. Teacher's Text and Problems. ERIC Issue: RIEAPR72 Date: 30 Jun 71 Description: 230p.; Programming-Languages as a Conceptual Framework for Teaching Mathematics, Volume Two; See also EM 009 419, EM 009 421, EM 009 422 Abstract: The teacher's texts for two teaching sequences in the LOGO mathematics course are presented in this second volume of a four-volume report. The material presented here is designed to be a broad overview of the application of LOGO to the topics of numbers and functions. A variety of alternative paths and approaches are presented; in each case the emphasis is on crucial points and on possible pitfalls and difficulties. The sequence on numbers is not meant to accompany a first exposure to the subject, but rather, a this unit is extremely detailed, and the reader is encouraged, on first reading, to skip around as his interests dictate. The sequence on functions is written more freely. The idea of function as a black-box is here concretely realized as are many other aspects of the set-theoretic approach to functions which otherwise trouble students by their "vagueness." For Volumes I, III, and IV of the report see EM 009 419, EM 009 421, and EM 009 422. (Author/JY) Available in paper copy and microfiche. EDRS Price - MF01/PC10 Plus Postage. Report/ISSN: R-2165 --228 of 233----------------------------------------ERIC RIE------------------- ERIC Number: ED065292 AUTHOR(s): Feurzeig, Wallace And Others TITLE(s): Programming-Languages as a Conceptual Framework for Teaching Mathematics. ERIC Issue: RIENOV72 Date: Jun 71 Description: 653p. Abstract: LOGO is a programming language developed at Bolt, Beranek and Newman, Inc., specifically for use in teaching. It provides the student with a set of numerical and symbolic primitives as elements for gradually building extended, complex program structures. The building of these structures is facilitated by a procedure-oriented programming heuristic and by recursive programming. To demonstrate the special benefits made possible through the use of LOGO by students, complex program structures are developed in a careful, systematic manner. Volume 1 contains a LOGO short introductory sequence on teletype geometry. Volume 2 has two teaching sequences on the representation of numbers and the algorithms of arithmetic, and on functions and equations. Volume 3 contains two teaching sequences on problem-solving. Volume 4 is a detailed description of LOGO processor algorithms designed to guide the systems programmer. (JM) Not available from EDRS. Document Not Available from EDRS. National Technical Information Service, Springfield, Virginia 22151 (PB 206 919, MF-$0.95) Report/ISSN: NSF-C615 --230 of 233---------------------------------------ERIC RIE-------------------- ERIC Number: ED038034 AUTHOR(s): Feurzeig, W. And Others TITLE(s): Programming-Languages as a Conceptual Framework for Teaching Mathematics. Final Report on the First Fifteen Months of the LOGO Project. ERIC Issue: RIEAUG70 Date: 30 Nov 69 Description: 329p. Abstract: A new mathematics curriculum was used in this study which depended fundamentally on the use of computers and programing for presentation. The main part of the research was done with seventh grade children utilizing a programing language, LOGO, specifically designed for the teaching of mathematics. An investigation was also conducted with a group of second and third graders. After a brief exposition of the LOGO language, the two teaching activities are described in some detail, including many examples of the classroom and laboratory materials used. The report begins instruction is so difficult, and states the underlying issues that have dictated the kind of approach taken here. Following the descriptive material on the teaching experiments is a discussion of the results, including some evaluation of the year's work and of the project. A detailed description of the LOGO programing language and system is appended. (Author/JY) Available in paper copy and microfiche. EDRS Price - MF02/PC14 Plus Postage. Report/ISSN: R-1889 --233 of 233---------------------------------------ERIC RIE--------------------