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This paper presents an overview of the fundamental characteristics of the teaching and learning environment of a computer language class course designed for college-level engineering and computer science education. Characteristics include training teachers, student evaluation, learning environment, and integrating disciplines. (Contains 16 references.) (YDS)

The Web, the Internet, the intranet and associated resources, campus computer labs, smart classrooms, course management systems, and a plethora of software packages all offer opportunities for every classroom instructor to enrich in-class and out-of-class activities. Why should an instructor consider the integration of technology into their teaching? They create technology and systems. They train the students who in turn create and program technological systems in all kinds of environments including business, industry, health and allied fields, and education. The integration of technology in the classroom is further discussed in this article. [For complete proceedings, see ED490093.]

Areas of business education that need to be researched were identified through a two-round study. First, 2 groups of more than 40 Delta Pi Epsilon members generated ideas for research topics at regional and national conferences. The resulting list of topics was edited and rated by a Delphi panel consisting of 15 educators from postsecondary and secondary institutions and state and county departments of education across the United States. In round 2, the Delphi panel members were given summaries of the results of the first Delphi round and asked to re-evaluate their original responses based on the round 1 results. Both Delphi rounds elicited 100% response rates. The top 10 overall topics identified were as follows: (1) the basic workplace skills needed by industry; (2) communication skills for the millennium; (3) how soft skills should be taught and measured; (4) computer literacy components desired by industry; (5) whether computer courses should teach skills or concepts; (6) the best way to measure and evaluate competencies in spreadsheets, presentation graphics, and databases; (7) differences in achievement with distance learning and classroom teaching; (8) whether problem-solving skills are being taught in software instruction; (9) development of instruments for measuring business competencies; and (10) preparing students for employers multi-skills expectations. (Contains 12 tables.) (MN)

Intended for developers of vocational education professionals and for educators making decisions about the usefulness of personal computers in education, this report deals with the effects of the personal computing revolution on professional development of vocational educators. The two major papers and published opinion pieces that make up this document result from the analysis of the state-of-the-art, projected advances, and current applications of personal computing technology. "Educating for Work in a High Tech Society" (Daun M. Anderson) considers the role of computer literacy in vocational education. It advocates teaching computer literacy as a basic skill, examines some existing assumptions about education for technology, considers the implications of attitudes toward technology and work, describes a noninstrumental orientation to education in high technology work, and discusses preparing vocational teachers from a noninstrumental perspective. "The Role of Personal Computers in Vocational Education: A Critical View" (David Lynn Passmore, Daun M. Anderson, Chi-Yin Yuen) is an analytical look at the opportunities and problems personal computers pose for vocational education. Four general uses are discussed: the personal computer as instructional content, for program administration, for instruction, and for communication. Three expected developments are reviewed: artificial intelligence, networking, and portability. Finally, three problems that limit the infusion of personal computers in vocational education are considered: lack of suitable professional orientation of vocational educators, poor quality of instructional software, and the validity of the "Law of Hammer" (the law states that if a hammer is available, something will be found that needs pounding). (YLB)

This monograph provides a vision of the future for vocational educators in a position to improve programs, such as teachers and administrators of local educational agencies and state leaders who set priorities in educational agencies. The monograph addresses nationwide technological concerns of the computer, image storage and creation, and communications. It promotes understanding of organizational factors and the learning processes needed to make good use of the computer hardware and software tools becoming available for educational programs. The paper is organized to provide ideas on developing skilled workers, selecting useful hardware and software, and interpreting trends in educational technology. Examples of technological application in industry are cited, and likely future trends are indicated. The monograph provides change-oriented educators with insights into future use of technology and promotes an increased awareness of future trends, uses of technology in education, and priority research and development needs. A glossary of computer terminology is provided. (KC)

Described is the current state of computer science education in this country. The information explosion in science and the shift in our economy from the production of industrial goods to a greater emphasis on science and knowledge-based industries has created a discontinuity in the nature of jobs and our educational needs. Computers are not a major part of American education, but have become indispensible to the operation of science, business, and government. Many schools have introduced computers into their curriculum, but the paper stresses that these local efforts only partially satisfy the country's needs at costs that are prohibitive and unnecessary when viewed nationally. Other nations have begun the task of restructuring their systems to include computers. It is stated that there is a national need to foster computer literacy, or the next crisis in American education will be the computer literacy crisis. (MP)

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)

The critical role of computers in scientific advancement is described in this panel report. With the growing range and complexity of problems that must be solved and with demands of new generations of computers and computer architecture, the importance of computational mathematics is increasing. Multidisciplinary teams are needed; these are found in most advanced and industrial laboratories, but rarely in universities. The existing educational opportunities are not producing the required personnel to meet substantial shortages. Therefore, the panel strongly recommends increased federal support for: (1) research in computational mathematics, methods, algorithms, and software for scientific computing; (2) the development of interdisciplinary research teams; (3) the establishment and continued operation of a suitable research infrastructure for the teams; (4) graduate and post-doctoral students directly involved in the research of some interdisciplinary team; and (5) young researchers and cross-disciplinary visitors. In the second section, research opportunities in a number of mathematical areas are described. New modes of research are discussed next, followed by comments on educational needs and a final section on funding considerations. Appendices contain a list of related reports, information on laboratory facilities for scientific computing, and letters and position papers. (MNS)

This report is the result of a systematic review of the status and directions of high performance computing and its relationship to federal research and development. Conducted by the Federal Coordinating Council for Science, Engineering, and Technology (FCCSET), the review involved a series of workshops attended by numerous computer scientists and technologists from academia, industry, and government. A consistent theme in the report is the need for these three groups to collaborate and exchange information on future research and development efforts. The report begins with summaries of the findings and recommendations, followed by discussions of: (1) the challenge, i.e., fundamental problems in science or engineering whose solutions would be enabled by the application of high performance computing resources; (2) a high performance computing strategy; (3) current status and trends, including high performance computing systems, software technology and algorithms, computer network technology, and basic research and human resources in computer and computational science; (3) the impact of computing technology on national security, science and engineering, and the economic sector; and (4) the establishment of the FCCSET and its activities. The findings and recommendations of the study are then presented in four areas: High Performance Computers, Software Development Technology and Algorithms, Networking, and Basic Research and Human Resources. Discussions of the implementation strategy and cost estimates for various elements of the strategy conclude the report. These elements include a national research network and joint research in computational science and engineering. (DB)

Presented at a symposium on Children, Families, and New Video/Computer Technologies, this keynote address assesses technological advances in television and computer science and raises questions concerning their impact on child development and the quality of family life. The new technology described combines video communications technology and computer technology in a new form of interactive television affording simultaneous program capacity, manipulation of program materials, at costs and prices accessible to 80% of American and European households. The author lists positive and negative effects of this technological advancement for children, and discusses the need for research to resolve government policy issues of regulation, and industry-policy issues concerning program development, consumer selection and economic viability. The author takes the position that government and industry both have an obligation to inform consumer parents and their children of the possible impacts of the new technology in terms of how it is used and how much it is used with children of different ages and capabilities. (Author/SS)

Within the last five years there has been a great deal of change in the role of technology in the schools. The advent of microcomputers has had an impact on instructional techniques as has the development of interactive graphics and animation, and other technologies such as videodisc and micronet. Teacher educators face the responsibility of preparing teachers to teach students who will be living and working in the computer age. There are three major issues that teacher educators must consider in addressing the effect of computers on curriculum and instruction. First, educators should consider ways that the proliferation of computers and the growth of computer-related technologies can and should affect the content of curriculum and instruction. A second issue to be considered is how the availability of computers in schools can and should affect the quality of appropriate content. The implications of the computer age for teacher education comprise the third issue. The Technology and Basic Skills Project - Mathematics at Ohio State University addresses all three issues as they are related to the teaching of mathematical concepts and problem solving skills to middle grade students. The program's principles and techniques are generalizable to other grades and to other subject areas. A primary principle of the program is that computers should be viewed by both the student and the teacher as a tool with multiple uses, including record keeping, data collecting, altering the content and quality of instruction, and problem solving. Effective use of computers can afford learners the opportunity to experiment with and control the cognitive environment in which they are working and learning. Teacher educators must begin to prepare teachers for the computer age and must focus on the very best this technology can offer to education. (JD)

Trends in computing and office automation and their applications, including planning, institutional research, and general administrative support in higher education, are discussed. Changing aspects of information processing and an increasingly larger user community are considered. The computing literacy cycle may involve programming, analysis, use of report or query languages, and use of home or office computers. Computing and computing literacy programs already exist in preschools, elementary schools, and secondary schools, as well as colleges and universities. Applications include programmed instruction, drill and practice, dialogue with computers, modeling and simulation, and instruction in computer programming. Attention is directed to technological solutions to office problems, access to academic computing facilities, the need to consider the availability of appropriate personnel before selecting a service model, and the nature of technology and technological change. Three service models for computing services are considered: completely centralized, distributed, and external. Institutional researchers who become involved in distributed computing will probably become involved in the problems of common data element definitions, documentation, software development, standards, and communications. The extent to which technology will affect the services and institutional researchers depends on the nature of the researcher's activities. Data collection and maintenance, for example, should probably be centralized if many departments are involved or distributed if only a single department is involved. Some resource materials on technological developments are briefly described; and a bibliography is appended. (SW)

Responding to concerns of the National Council of Teachers of English (NCTE) Task Force on Excellence in Education that current uses of computers in teaching English language arts may undercut rather than advance excellence, this report, prepared by the NCTE Committee on Instructional Technology, summarizes the committee's thoughts and recommendations on the issue raised. After introducing the issue, the report identifies and discusses five concerns of the committee: (1) the use of computers in teaching composing and edition; (2) computer programs with responsive interaction in reading; (3) qualifications of teachers of word processing; (4) specifying technology in today's K-12 classroom; and (5) communication skills needed in an information society. The report concludes with the committee's recommendations for action: (1) develop a model teacher-training program to help schools and teachers realize the promise of excellence in teaching English through intelligent use of computers; (2) develop a computer-based communication network to serve as a new medium for teacher and student writing, and as a communication channel for council business; (3) initiate and support a "Schools Recognition Program for Exemplary Use of Instructional Technology in the Teaching of English"; (4) begin a new era of open cooperation and collaboration with business; and (5) become a force advocating greater computer access by English teachers and students. Appendixes provide a discussion of computers and the stages of writing and a decision guide for technology in the classroom. (HOD)

Describes ideas originating in the theory and practice of computer science and shows how they could benefit the teaching and exposition of mathematics. Includes discussion of specification, syntax and semantics, formal transformations, types and polymorphisms, and self-monitoring. (29 references) (MKR)