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For the thirty-first year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) sponsored the publication of these Proceedings. Papers were presented at the annual AECT Convention in Orlando, Florida. This year's Proceedings has two sections--Section 1 includes research and development papers and Section 2 includes papers on the practice of educational communications and technology. (Individual papers contain references, figures, and tables.) [For Volume 1 of the 30th (2007) Proceedings, see ED499889. For Volume 2, see ED499896.]

For the twenty-ninth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 2 contains papers primarily dealing with instruction and training issues. (Individual papers contain references, figures, and tables.) [For Volume 1, see ED499964.]

For the twenty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. This is Volume 2 of the 26th Annual Proceedings of Selected Papers On the Practice of Educational Communications and Technology presented at the National AECT Convention in Anaheim, CA. This volume contains papers dealing primarily with instruction and training issues. Papers dealing with research and development are contained in the companion volume (26th Annual, Volume 1) which also contains over 60 papers. The papers contained in this document represent some of the most current thinking in educational communications and technology. (Individual papers contain references, tables, and figures.) [For Volume 1, see ED496305. For Volume 1 of the 2002 proceedings, see ED496300. For Volume 2 of the 2002 proceedings, see ED496301.]

A typical first computer science course (CS1) introduces the student to coding conventions, variables, methods, control structures, conditionals, and the semantics of classes and objects. Advanced concepts of inheritance, polymorphism, abstract classes, interfaces, and their use in the design process, are covered in a second-level course (CS2). CS2 concepts are abstract, requiring reinforcement through considerable practice. It has been observed that traditional CS2 projects fail to capture the imagination and enthusiasm of students and are seldom useful past the end of the semester, yet interesting projects drawn from the natural sciences may be either too complex or too algorithmic to facilitate the required design experience. Game programming, in contrast, is purpose-driven and has great appeal. Unfortunately, popular game engines hide the engine's complexity and provide too much built-in functionality, relegating the user to writing glue logic in a scripting language. What is needed instead is a challenge that will provide transferable skills for solving generic problems using a statically typed language. The authors of this paper describe a Java game engine and lesson plan they developed for one semester of object-oriented instruction for students who have completed CS2. Early anecdotal results demonstrate that students find the approach challenging, informative, and incentivizing. [For the full proceedings, see ED656038.]

Compiled are ten papers describing computer hardware and computer use in elementary and secondary school instruction presented at the Association for Educational Data Systems (AEDS) 1976 convention. An oral/aural terminal is described followed by two papers about the use of minicomputers and microprocessors. Seven papers discuss various uses of the computer in elementary and high school instruction: a computer can be used to plot and display conic sections and environmental designs, to help teach reading skills, and to generate tests or homework exercises. One paper recommends the use of games in computerized drills, and another explains computerized demonstration of some mathematics principles. The importance of the school computer coordinator is outlined by the Minnesota Educational Computing Consortium. (CH)

Five articles on computer use in higher education and three final papers presented at the Association for Educational Data Systems (AEDS) 1976 convention are included in this document. Implementing and evaluating computer technology in higher education is the subject of two articles, and another article describes instructional and administrative computing at a minority community college in a bilingual-bicultural setting. Application of a time sharing computer system to undergraduate business education and to teacher education is assessed in two papers. Computer use in a college-level high school biology course is outlined. Minicomputers for conducting real-time computer controlled experiments are evaluated. The document concludes with a case study of the publication of a course in computer programing. (CH)

One abstract and sixteen articles on computer networks and information systems guidance programs presented at the Association for Educational Data Systems 1976 convention are included in this document. Computer networks and information systems are discussed in eight articles: four articles describe regional educational information systems, three describe planning of interactive networks, and one paper describes multiplexing designs for use among university information networks. Six articles on computerized guidance and career planning information systems are included. In addition, there is a paper on computer analysis of survey questionnaires, and a paper describing the impact of the computer revolution. The last paper addresses the problems of teaching computing concepts to educators. (CH)

Fifteen papers on computer centers and data processing management presented at the Association for Educational Data Systems (AEDS) 1976 convention are included in this document. The first two papers review the recent controversy for proposed licensing of data processors, and they are followed by a description of the Institute for Certification of Computer Professionals. Also included is an article about the changing education of data processing managers. Two articles deal with the use of computing services for library circulation and assignment of students to schools. Five articles deal with the use of information systems and computer facilities by schools and organizations. Billing rates for computing services, computer security in a university administrative computer system, and the use of transaction processing for university registration are discussed. An article which describes ways in which potential computer users can prepare to utilize computer services concludes the document. (CH)

Two abstracts and seventeen papers on educational information systems presented at the Association for Educational Data Systems (AEDS) 1976 convention are included in this document. An article describing the evolution of information systems provides an overview of educational data systems. Seven articles concern the implementation and use of information systems by educational administrators: five of these articles focus on public schools and school districts, and two articles focus on higher education. A computer model for simulating faculty flow and salary schedules in higher education is also presented. Two papers describe uses of minicomputers, one for student record keeping and one for predicting resource requirements. A low cost approach to on-line computer systems is presented in one paper, and seven papers describe the use of the computer in salary schedule evaluation, program budgeting and accounting, pupil information, studies of school attendance and attendance boundaries, and test scoring and reporting. (CH)

Eighteen papers on instructional technology, computerized testing, and computer assisted test construction (CATC) presented at the 1976 Association for Educational Data Systems (AEDS) convention are included here. Two papers discuss computer assisted instruction in calculus and teacher education courses. The use of computers in theoretical mathematics, school media centers, and individualized instruction programs is presented in four papers. Goal programing in education is explained and the uses of the hand-held calculator for education are reviewed. Faculty rating policies for mathematics students are analyzed. Eight articles examine aspects of computerized testing and CATC. They include an overview of computers and testing, the use of computerized quiz grading, interactive computerized testing, descriptions of SOCRATES, ALLCOMBS, CREAM, and the Classroom Teacher Support System. (CH)

The 63 papers in this collection include two keynote addresses: "Patient Simulation Using Interactive Video: An Application" (Joseph V. Henderson), and "Intelligent Tutoring Systems: Practice Opportunities and Explanatory Models" (Alan Lesgold). The remaining papers are grouped under five topics: (1) Artificial Intelligence, including intelligent computer assisted learning, problem solving, artificial intelligence, and programming (15 papers); (2) Delivery Systems, including distance learning, communications, and hardware (9 papers); (3) Developments, including interactive video, simulation, authoring, computer managed learning, and computer based training (12 papers); (4) Research/Evaluation and Future Directions, including research, policy/planning, and philosophical aspects (21 papers); and (5) Software Tutorials, including computer assisted learning tools and commercial product applications (4 papers). The text is supplemented by various figures, and references are provided for each paper. (EW)

By the year 2000, European higher education institutions must achieve the following aims: resolve the conflict between the social demand for education and costs of higher education without lowering standards; provide continuing education to cope with rapid technological change and increased leisure and/or unemployment; build even closer links between industry, public services, and higher education in the field of informatics; and infuse new talent into static academic manpower. Informatics (varied new communications technologies that are based around microprocessing and optics) may enable the achievement of those aims. The move to distance education and independent learning will accelerate through computer conferencing, cable television and videocassettes, computer-based audiographic systems, and interactive videodiscs. New technologies offer an alternative model to the large, centralized specialist system, because they are both easy to access and easy for teachers to use. The technology needed to achieve these aims is here now, and will become increasingly easier to use. The main barrier is the inability of large institutions to carry through the fundamental changes in organization, financial arrangements, and teaching strategies that are essential if flexible, off-campus teaching is to be achieved. Eight references are listed. (LMM)

Thirteen papers from a symposium on technology in education and communications for the deaf are presented. The following papers are included: "Technology Trends in Special Education" (C. Blaschke); "Microcomputer Usage in American Schools for the Deaf: The State of the Art" (M. Deninger); "Management and Computers" (P. Mackall); "The Computer as an IEP Resource" (D. Spidal); "Microcomputer Software/Courseware Evaluation" (R. Storm); "Closed Captioning and the Line 21 System--Possibilities for the Future" (D. Popkin); "Uses of Automatic Speech Recognition to Facilitate Speech Communication for Deaf and Hearing Impaired Persons" (S. Revoile); "Electronic Mail for the Deaf--Will It Work?" (E. Craighill). The final four papers focus on technology applications for the deaf in terms of administration (D. Gjerdingen); teachers (G. Gustason); employment (S. Jamison); and rehabilitation (J. Tingley). (CL)

Thirty-three papers are presented from a conference on the application of technology for use in the rehabilitation field. Presentations include "Technology--Opening Doors for Disabled People" (Rochlin, Bowe); "Management Information Systems Development for Rehabilitation Facilities: Critical Factors in Development and Implementation" (Robbins, et al.); "Technology for Children with Disabilities in Connecticut" (Rucker, Gillung); "Microcomputer Education for Employment of the Disabled (MEED): Discovering Microcomputer Careers" (Layton, Yourist); "Teaming the Classroom Computer with a Textbook for Teaching Phonics to the Hearing Impaired" (Hart-Davis); "The Student in the Thicket: Providing World of Work Experiences in an On-the-job Training Setting" (Hoppe); "A Study of Educational Computer Applications for Disabled Children Under 36 Months" (Ellingson, Treptow); "Disabled Access to Technological Advances" (Houston, Cress); "Bridging the Technological Gap" (Musante, et al.); "The Use of Computers in Vocational Assessment" (Tango, Reber); "Parents and Teachers Can Use Peripherals: A Training Perspective" (Hutinger); "Training Teachers to Use Microcomputers: A Consultant Approach" (Keefe); "Technology and Training Eligibility: The 'Fuzzy' Logic Approach to Computerized Vocational Choice" (Williamson); "Computer Speech Recognition for Vocational Training: Strategies and Observations" (Grooms); "Use of Computers for Cognitive Rehabilitation" (Wamboldt, et al.); "The Challenge and the Promise of Computer Access in the 21st Century" (Sloane); "Using LOGO and BASIC with Mildly and Moderately Handicapped Children" (Jolly); "Integrating Vocational Rehabilitation Operations through Automation" (Glass, et al.); "The Other Side of the Disk" (Krasnow, Floyd); "Clothing for Independent Living" (Albrecht, Habdas); "Innovative Software for Cognitive Rehabilitation" (Criter); "Developing Effective Rehabilitation Training Curriculums in Light of Current Technological and Socioeconomic Trends" (Smith); "Choosing Appropriate Input Mode/Device for the Pediatric Client" (Vargas); "Communicate to Educate" (Joseph); "Adapting an Information Desk Job Setting for the Visually-Impaired" (Black); "The Implementation of Computer Technology in a Special Education/Clinical Setting" (Lashway); "AppleWorks for the Special Education Teacher" (Paulson); "Vocational Evaluation Upgrade Program" (Traver); "Vocational Rehabilitation Engineering--What Is It?" (Anderson, Ross); "Personal Computer Assisted Vocational Evaluation (P-Cave)" (Tuck); "Introduction to Microprocessing and Academic Strategies for Developmental-Level College Students" (Griffey); "NU-VUE-CUE: Verbal Eyes Verbalize" (Clark); and "Integrating Assistive Device Machine-Readable Databases with Design, Fabrication, and Testing of Devices and Components for Successful Work Adjustment" (Shafer). Author, title, and topic indexes are provided. (YLB)

the 1983 Appalachia Educational Laboratory (AEL) Forum brought together educational researchers and practitioners to learn from one another by sharing their innovations, successes, concerns, and progress in utilizing research and development to promote excellence in their state and local education agencies. Two thematic strands: (1) applications of effective schools research and (2) effective applications of technology in schools, were carried out through nine presentations. The keynote address, by Shirley McCune, provides an overview of future directions for education. Examples of applications of school effectivenss research are described by Donald McNeely (New Jersey Education Association), Jack Sanders (Appalachia Educational Laboratory), J. R. Brendell and others (North Carolina), Catherine Prentis and Jim Oakes (Tennessee), Charles D. Duffy and others (West Virginia), and Joseph C. Basile and others (Ohio County, West Virginia). Applications of technology are described by Vicki Cohen (evaluating educational software), Nelson Towle and others (computer use in Florida schools), and Mary Lovern and others (computerized instructional management system in Lynchburg, Virginia). (BW)

These proceedings contain the papers of the International Conference on Mobile Learning 2013, which was organised by the International Association for Development of the Information Society, in Lisbon, Portugal, March 14-16, 2013. The Mobile Learning 2013 International Conference seeks to provide a forum for the presentation and discussion of mobile learning research which illustrate developments in the field. Papers in these proceedings include: (1) Common Mobile Learning Characteristics--An Analysis of Mobile Learning Models and Frameworks (Umera Imtinan, Vanessa Chang and Tomayess Issa); (2) Walking towards Instrumental Appropriation of Mobile Devices. A Comparison of Studies (Maria José Hernandez Serrano and Lingling Yang); (3) Twitter Micro-Blogging Based Mobile Learning Approach to Enhance the Agriculture Education Process (Uvasara Dissanayeke, K. P. Hewagamage, Robert Ramberg, and G. N. Wikramanayake); (4) Designing Mixed Reality Mobile Games for Crisis Management Training (Ines Di Loreto, Simone Mora, and Monica Divitini); (5) From Learning Object to Learning Cell: A Resource Organization Model for Ubiquitous Learning (Shengquan Yu, Xianmin Yang and Gang Cheng); (6) Lingobee--Crowd-Sourced Mobile Language Learning in the Cloud (Sobah Abbas Petersen, Emma Procter-Legg and Annamaria Cacchione); (7) Media Creation and Sharing in Informal, Situated, Authentic Mobile Learning for Local Cultural Diversity Investigation (Jacek Walinski); (8) Text Messaging for Out-of-Class Communication: Impact on Affective Learning (Paul Hayes, Stephan Weibelzahl and Tim Hall); (9) Prisma-Mar: An Architecture Model for Data Visualization in Augmented Reality Mobile Devices (Mauro Alexandre Folha Gomes Costa, Bianchi Serique Meiguins, Nikolas S. Carneiro and Aruanda Simões Gonçalves Meiguins); (10) What Do Context Aware Electronic Alerts from Virtual Learning Environments Tell Us About User Time & Location? (Laura Crane and Phillip Benachour); (11) Tablet Computers on Trial: A Transformative Force in Education? (Skúlína Hlíf Kjartansdóttir and Sólveig Jakobsdóttir); (12) Development and Use of an EFL Reading Practice Application for an Android Tablet Computer (Yasushige Ishikawa, Craig Smith, Mutsumi Kondo, Ichiro Akano, Kate Maher and Norihisa Wada); (13) Mobile Learning Application Interfaces: First Steps to a Cognitive Load Aware System (Robin Deegan); (14) "Mobile Phones and Other Disturbing Objects..." (Torbjörn Ott); (15) Role of Passive Capturing in a Ubiquitous Learning Environment (Hiroaki Ogata, Bin Hou, Mengmeng Li, Noriko Uosaki and Kousuke Mouri); (16) Android Based Mobile Environment for Moodle Users (Gisela T. de Clunie, Clifton Clunie, Aris Castillo and Norman Rangel); (17) A Mobile Platform for Administering Questionnaires and Synchronizing their Answers (Maria Germana Ginardi and Giordano Lanzola); (18) Future Educators' Explaining Voices (Janaina Minelli de Oliveira, Pablo Buenestado Caballero and Mar Camacho); (19) A Framework for the Creation of Mobile Educational Games for Dyslexic Children (Juan Haladjian, Daniel Richter, Paul Muntean, Damir Ismailovic and Bernd Brügge); (20) Mobile Learning 4All (Secundino Correia, Paula Medeiros, Mafalda Mendes and Margarida Silva); (21) Location-Aware Mobile Learning of Spatial Algorithms (Ville Karavirta); (22) Learning with Smartphones: Students' Lived Experience of Using Smartphones (Nee Nee Chan, Alan Walker-Gleaves and Richard Remedios); (23) Investigation of Using Analytics in Promoting Mobile Learning Support (Videhi Visali and Niraj Swami); (24) Tablet Use within Medicine (Rebecca J. Hogue); (25) Benefits and Financial Impacts of Adopting Technology in Learning (Katri Grenman, Minna Isomursu, Maija Federley and Anu Seisto); (26) m-Learning for Qur'an Memorization and Teaching its Sciences (Ahmed Sameh); (27) Learning Potentials of the Ubiquitous Internet: Using Mobile Devices to Support the Individual, Social and Physical Context of the Learner (Christian Dalsgaard, Nicholai Friis Pedersen and Janus Holst Aaen); (28) Smartphones in Clinical Nursing Practice: A Multi-Phased Approach to Implementation and Deployment (Brad Johnson, C. J. Davison and Lisa Moralejo); (29) Transmedia Storybuilding in Sloyd (Annika Wiklund-Engblom, Kasper Hiltunen, Juha Hartvik and Mia Porko-Hudd); (30) Mobile Learning in Secondary Education: Perceptions and Acceptance of Tablets of Teachers and Pupils (Hannelore Montrieux, Cédric Courtois, Frederik De Grove, Annelies Raes, Tammy Schellens and Lieven De Marez); (31) Ondigita: A Platform for the Management and Delivery of Digital Documents (Riccardo Mazza, Andrea Baldassari and Roberto Guidi); (32) From Radio, to Satellite, to mLearning: Interactive Distance Education in Australia (Stephen Crump); (33) Flipped Approach to Mobile Assisted Language Learning (Junko Yamamoto); (34) Mobile Pedagogy (Lee Schlenker); (35) Context and Concepts in Mobile Learning (Jimmy Jaldemark); (36) m-Learning Systems Design--Technology and Pedagogy Aspects (Elissaveta Gourova, Asya Asenova and Pavlin Dulev); (37) The Potential for Mobile Learning in English as a Foreign Language and Nursing Education (C. J. Davison); (38) Promoting STEM Education through Mobile Teaching and Learning (Murali Krishnamurthi and Stephanie Richter); (39) A Learning Community Explores the Potential of Mobile Apps in Higher Education (Joan Van Duzer and Kathy D. Munoz); (40) Mobile Learning Application Based on RSS Feed Technology (Mahmoud Mohanna and Laurence Capus); (41) Mobile Learning Using Mobile Phones (Paula Vicente); (42) Suitability of m-Learning to Enhance Learning English Language (J. F. Fazeena, Y. Ekanayaka and K. P. Hewagamage); (43) Integrated Authoring Tool for Mobile Augmented Reality-Based E-Learning Applications (Marcos Fermín Lobo, Víctor Manuel Álvarez García and María del Puerto Paule Ruiz); and (44) Enhancing Mobile Working Memory Training by Using Affective Feedback (Kristina Schaaff). [Individual papers contain references. An author index is included. Luís Rodrigues is an associate editor of these proceedings.]

These proceedings contain the papers of the 20th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2023), held in Madeira Island, Portugal, from 21 to 23 October 2023 and organized by the International Association for Development of the Information Society (IADIS). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. The CELDA 2023 Conference received 75 submissions from more than 24 countries. Out of the papers submitted, 46 were accepted as full papers for an acceptance rate of 61%; 11 were accepted as short papers and 1 was accepted as reflection paper. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher: Professor Barbara Wasson, Director, Centre for the Science of Learning & Technology, Norway. [Individual papers are indexed in ERIC.]

The proposed computer system implements a scheme of joint-classroom and distance learning, scientific and exploratory research in order to motivate and stimulate students' independent work in acquiring professional competencies. The developed system reflects both the traditional structure of education in universities using groups of students, specialties and curricula, as well as modern trends in the transition to distance learning, i.e. the opportunity to study at any time and in any place, according to individual plans and schedules. The presented development can be used by students to acquire and develop competencies in the field of improving and managing technological processes for the production of metal products, including the design of machines and metal structures for additive technologies. This is ensured both by the created (and permanently updated) database of mechanical and technological characteristics of steels and alloys used in the production of materials for special purposes, including for the nuclear power industry and the chemical industry, product quality and environmental safety, and by programs developed on based on author's methods and implemented in the system of distance education, in particular, for calculating the modes of shaping and energy-power parameters in the formation of metal products. [For the complete proceedings, see ED655360.]

The eight papers in this collection focus on the preservation of both print and nonprint library materials: (1) "Properties and Problems of Modern Papers" (D. J. Priest, United Kingdom); (2) "On the Origin of Papermaking in the Light of Scientific Research on Recent Archaeological Discoveries" (Jixing Pan, China); (3) "Researches in New Conservation Methods in the State Library of the Czech Socialist Republic-Prague and Their Effect" (J. Hanzlova, Czechoslovakia); (4) "On Terminology in the Field of Document Conservation. Some Problems" (Z. P. Dvoriashina, USSR); (5) "The Control of Insects in Libraries and Archives" (M. L. Cox, United Kingdom); (6) "FORMAT--Canada's Computerized Information System for Audiovisual Materials" (Donald Bidd, Canada); (7) "A Strategy for the Preservation of Audiovisual Materials" (Peter C. Mazikana, Zimbabwe); and (8) "Progress in the Preservation of Audiovisual Material" (Helen P. Harrison, United Kingdom). (CGD)

This publication contains six position papers presented by guest businessmen during the fourth annual Business Education Invitational Forum on the topic of implications of current change and technology in the environment in the office of the future. The article, The Office in the 1970's, describes the office as it is and as it is evolving, defines major problems encountered, indicates tested solutions to these problems, and suggests possibilities for further research. From a User's Viewpoint--What is Needed in Today's Office? looks at three basic positions on what is needed in today's office: need to prepare for change before it is introduced, need to establish direction, and need to strengthen management of administrative support functions. Role of Telecommunications in the Office of the Future reviews a popular futuristic view of the office, discusses how it could evolve, and puts it into a more realistic perspective. The next two papers, The Role of Microfilm in the Office of the Future and The Role of Computerized Word Processing and Information Management in the Office of the Future, discuss the respective advantages. The Office of the Future--An Integrated System addresses the concepts of the automated office and integrated systems and these concerns: technology, human factors, indexing, privacy, and economic justification. Following these papers is an article giving lists of critical competencies for managers and office workers of the office of the future developed at the forum. (YLB)

The Proceedings of PME-XVII has been published in three volumes because of the large number of papers presented at the conference. Volume I contains a brief Plenary Panel report, 4 full-scale Plenary Addresses, the brief reports of 10 Working Groups and 4 Discussion Groups, and a total of 23 Research Reports grouped under 4 themes. Volume II contains 37 Research Reports grouped under 7 themes. Volume III contains 28 Research Reports grouped under 5 themes, 25 Oral Communications, and 19 Poster Presentations. In summary, the 3 volumes contain 88 full-scale Research Reports, 4 full-scale Plenary Addresses, and 59 briefer reports. Conference subject matter can be conveyed through a listing of the 15 themes under which Research Reports were grouped: Advanced Mathematical Thinking; Algebraic Thinking; Assessment and Evaluation; Pupil's Beliefs and Teacher's Beliefs; Computers and Calculators; Early Number Learning; Functions and Graphs; Geometrical and Spatial Thinking; Imagery and Visualization; Language and Mathematics; Epistemology, Metacognition, and Social Construction; Probability, Statistics, and Combinatorics; Problem Solving; Methods of Proof; Rational Numbers and Proportions; Social Factors and Cultural Factors. Each volume contains an author index covering all three volumes. (MKR)

There is a quantum computing race among the tech giants Google, IBM, and Microsoft, including to a lesser extent Amazon and China's Alibaba. Governments, particularly America and China, are funding work in the area with the concern that quantum computers may soon crack current encryption methods, giving the country that gets there first a major advantage. There are currently about 100 universities worldwide with some activity in quantum computing. Considerable funding is also available and the 2019 U.S. National Quantum Initiative Act authorized $1.2 billion funding over the next 5-10 years. This paper shares the positive experience of Pace University in teaching quantum computing and encourages other schools to join us in this revolutionary step forward for computing. The paper discusses our experiences teaching a graduate-level quantum computing course, teaching the projects component of the course that develops problems to be solved on IBM's Q Experience quantum computing simulator, and teaching quantum computing modules in high schools. [For the full proceedings, see ED596991.]

A preliminary study of alternative methods of organizing, managing, and financing computing at the nation's institutions of higher education is explored in the context of transactional analysis. The purpose and contents of the forthcoming final report (designed for university presidents) is described. The games, as intended and defined by the paper, concern themselves with what computing alternatives are considered and what ones are not considered, why they arose in the first place, and how the issue is resolved. The games described briefly in this paper are "Balance of Payments Games", "High Society Game", "Welfare and Proud Poor Game", "Faculty Power Game", and the "Godfather Game", among others. The goal of the paper is to help people understand the institutional dynamics involved in the selection of computing alternatives. (WH)

The six papers in this collection focus on science and technology libraries: (1) "Human Aspects of Electronically-Stored Information: The Library User" (A. J. Meadows, United Kingdom); (2) "Untersuchung Menschlicher Aspekte bei den Elektronisch Gespeicherten Informationen: Ansichten des Leiters eines Bibliothekskollektives = Human Aspects of Electronically Stored Information: Point of View of a Director of Library Staff" (Dieter Schmidmaier, East Germany); (3) "Human Factors and Electronically Stored Information: The Publisher's Point of View" (Christine Baldwin, United Kingdom); (4) "Adaptation im Bibliotheksbau--Gilt das auch fur Spezialbibliotheken? = Adaptation in Library Construction: Does This Also Apply to Special Libraries?" (Dieter Schmidmaier, East Germany); (5)"ADONIS: The Experience to Date" (Barrie Stern, the Netherlands); and (6) "ADONIS: The View of the Users" (David Bradbury, United Kingdom). The last two papers were delivered at a joint meeting of the Section of Science and Technology Libraries and the Section of Serial Publications. (CGD)

Six of the seven papers in this collection focus on regional library activities in Africa, Asia and Oceania, and Latin America and the Caribbean: (1) "Libraries and Information Services in a Changing World: The Challenges African Information Services Face at the End of the 1980s" (Dejen Abate, Ethiopia); (2) "The Computer and Knowledge Information Development in Malaysia: Some Perspectives" (Edward Lim Huck Tee); (3) "New Development of Scientific and Technical Information Services in China" (Wang Jiabin, China); (4) "El Papel de las Asociaciones Profesionales (The Role of Professional Associations)" (Maria Casas de Faunce, Puerto Rico, in Spanish only); (5) "Library and Information Services in a Changing World: An African Point of View" (A. Olugboyega Banjo, Nigeria); and (6)"Report of the Activities of the Regional Section for Asia and Oceania 1986-1987" (J. S. Soosai, Malaysia). The seventh paper was delivered at a joint meeting of the Division of Regional Activities and the Division of Libraries Serving the General Public: "Library Development Worldwide: The Role of the British Council" (Gillian Roche, United Kingdom). (CGD)

To estimate computer needs at a higher education institution, the major types of users and their future needs should be determined. In a large or complex university, three major groups of users are typically instructional, research, and administrative. After collecting information on the needs of these users, the needs can be translated into machine characteristics and capabilities. The two major instructional uses of computers are computer-assisted instruction and developing and grading tests. Three types of research activities for which a computer is required are data processing, scientific analysis, and utility utilization. Administrative uses of computer services involve maintenance, analysis, and reporting from large data bases. A questionnaire that can be used to collect data on computer needs from the three major users is included. A discussion about making projections of future needs from estimates of use is presented. (SW)

Speeches, papers and summaries of group discussions from Australia's 1981 national seminar on library services for the visually, mentally and physically impaired are presented. The opening speeches are followed by papers on achievement and progress in library services for the handicapped since 1978 (the date of the first national seminar) (W. D. Thorn); the role and activities of the National Advisory Committee on Library Services for People with Disabilities (Senator G. Davidson); the implications of the National Union Catalogue of Library Materials for the Handicapped (NUC:H) (C. Law); the role of state and public libraries in meeting the information needs of handicapped people (K. Horn); the implications of the Copyright Act on the production of special format materials for the handicapped (P. Banki); the concerns of publishers regarding copying for the use of the handicapped (C. Makepeace); the potential of computer and data communications technology in information services for the handicapped (I. MacLeod); and the use of the Kurzweil Reading Machine for the visually impaired, as presented from three different viewpoints (M. Fialides, C. McKenzie, and B. Hewitt). The seven group discussion reports relate to interlibrary loans, standards for braille, standards for audio materials, standards for library service to the handicapped, promotion of library services to the handicapped, copyright considerations, and the information needs of the perceptually and mentally handicapped. Recommendations are provided. (ESR)

Today's digital games attract the attention of many people from various age groups. Some sources suggest that acquaintance with digital games is as low as three years old. When digital games are evaluated from a general perspective, it is seen that the largest user group is individuals in adolescence and youth period. Individuals at this age spend most of their time playing digital games. However, playing digital games for uncontrolled and excessive periods causes some physical and mental negative effects on both children and adults over a long period of time. In the long run, such excessive use turns into an important problem, such as digital game addiction. Digital game addiction, which is considered a behavioral addiction, is defined as a situation in which digital games cause various changes and deteriorations in daily life as a result of the inability to control the desire of individuals to play digital games. In this context, it is crucial to identify and increase the awareness of young people who spend more time with digital games and are at risk of digital game addiction. In this research, the awareness of university students about digital game addictions was examined. The research sample consists of university students studying at various education levels. Descriptive statistics, independent samples t-tests, and chi-square tests were used in the analysis of the study, which was designed with the survey model, one of the quantitative research methods. As a result of the research, it was found out that digital games are generally used for entertainment and spending time purposes, women have a higher level of awareness than men, and there is a significant relationship between gender and the device where digital games are played. The obtained findings were compared with the studies in the literature. In line with the results, some suggestions were presented. [For the full proceedings, see ED630948.]

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on March 24-27, 2022 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and science. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICRES invites submissions which address the theory, research or applications in all disciplines of education and science. The ICRES is organized for: faculty members in all disciplines of education and science, graduate students, K-12 administrators, teachers, principals and all interested in education and science. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

Different views on the future of research libraries are presented in this collection of papers from persons affiliated with the State University of New York (SUNY) at Albany. Joseph Z. Nitecki (library director) discusses the effect of social change on library missions, operations, and procedures. Warren F. Ilchman (vice president for research and educational development) calls upon university librarians to take on a more assertive leadership role because their general view of the entire university is important. Cynthia Mazer (graduate student) describes her use of libraries throughout her life and suggests that all levels of people in the university should have the ability to use libraries well. Richard S. Halsey (dean of the library school) traces the progression in library roles through the archival, bibliographic, circulating, duplicating/dispensing, and electronic stages; describes the fragmentation caused by telecommunication and computer technologies; and suggests that research libraries renew their scholarly intent. Martin Kanes (a faculty member in the humanities) describes his early library experiences, discusses browsing as an intellectual activity, and distinguishes between knowledge/learning and gathering information. Notes on the authors are provided. (ESR)

This collection of conference presentations includes 23 papers on a variety of topics pertaining to the use of computer in New Zealand. Among the topics discussed are computer science techniques in a commercial data processing situation, data processing personnel and their careers, the communication aspects of an airline system, implementation of Alsol-W programming systems, computer communications and the fire service, observations on user/vendor communications, future database and application development techniques, system control via a high level language, the organization and management of systems development, and human communication between educational data processors and those outside the profession, e.g., the users. (JEG)

This collection of 22 papers examines various word processing (WP) technologies, systems, and applications. The first five papers by C. Briggs, C. Taylor, G. McLean, D. Remsen, and C. Norris discuss WP applications in the Army, a WP system for an insurance firm, the organization of the International Word Processing Association, WP fundamentals, and emerging information processing technology. The next five papers by D. Bentley, R. Baxter, K. McManus, B. Follett, and T. Helweg examine WP presentations to senior management, communications technology in WP, training personnel in machine dictation, interfacing WP equipment with computer output microfilm devices, and current WP storage technology. Next, papers by E. Scott, J. Duffy, D. Cheny, B. Boucher, and M. Ruprecht review the Department of Transportation's Automated Office System, public relations and the WP manager, successful implementation of a WP system, the addition of photocomposition capabilities, and WP productivity measures. The final set of papers by L. O'Keeffe, J. Carlisle, R. Baxter, M. Balmer, A. Mattox and J. McCollum, and K. Wagoner considers a project approach to integrating WP systems, office automation and management effectiveness, the assessment of WP technology, the information manager as change agent, career paths in information processing, and emerging trends in WP education. Sample forms and illustrations are provided in many of the papers. (KL)

Brief papers authored by staff of the Trace Research and Development Center on Communication, Control, and Computer Access for Handicapped Individuals and presented at the first through ninth annual conferences on rehabilitation engineering technology are presented. Papers have the following titles and authors: "The Data Routing Module: Accessing Computer Systems with Communication Aids" (B. Rodgers et al.); "Application of an Optical Keyboard for Job-Site Access to Standard Computer Systems" (G. Goldberg); "Two Headpointing Input Techniques--A Comparative Study" (M. Brady et al.); "Generic Keyboard Emulator Architecture for Transparent Access to Standard Software by Handicapped Individuals" (D. Kelso and J. Gunderson); "A Multipurpose Stand Alone Expanded Keyboard for the Disabled" (P. Graystone et al.); "A High-Efficiency Flexible Keyboard Input Acceleration Technique: Speedkey" (G. Vanderheiden); "Development of a Set of International Communication Aids Compatibility Standards Proposals (ICAC SIDS)" (B. Rodgers and J. Gunderson); "A Portable Computer-Based Writing, Conversation and Computer Access Aid for Severely Motor Impaired Individuals" (J. Gunderson and G. Vanderheiden); "Minibus Architecture for Increased Function and Longevity of Communication and Control Aids" (G. Vanderheiden and D. Kelso); "Use of Transparent Input and Feedback Modification to Allow Access to Standard Educational and Vocational Software" (G. Vanderheiden and D. Kelso); "The Talking Blissapple: A User Programmable Pictographic Communication/Writing Program for Severely Handicapped Individuals" (G. Vanderheiden and D. Kelso); "A Data-Based Approach to Character/Syllable/Word Sets" (M. Brady et al.); "A Standard Interconnection Format for Electronic Assistive Devices for Handicapped Individuals" (B. Rodgers et al.); "Dual and Nested Computer Approach to Vocational and Educational Computer Systems" (G. Vanderheiden and D. Kelso); "Hybrid Optical Headpointing Technique" (G. Vanderheiden); "Design of Universal Keyboard Emulators" (B. Rodgers); "Ten-Branch Abbreviation Expansion for Greater Efficiency in Augmentative Communication Systems" (D. Kelso and G. Vanderheiden); "The Effect of Increased Sensor Area on Input Rate and Accuracy of the Express III Communication Aid" (C. Lee and G. Vanderheiden); "Alternate Access to All Standard Computers for Disabled and Non-Disabled Users" (G. Vanderheiden); "A Portable DECtalk Speech Synthesizer" (C. Lee and D. Kelso); "The Design and Testing of a Tutorial Manual That Allowed Users To Learn a Multifunction Aid System without Expert Support" (B. Rodgers); "One Finger Operation of the IBM Family of Personal Computers" (C. Lee et al.); and "Application of Multiple Wordstudy Analysis in the Development of Vocabularies for Augmentative Communication Systems" (C. Cress and G. Vanderheiden). (DB)

Thirty presentations are included from a 1983 conference on computers for the disabled. The conference blended viewpoints from vocational rehabilitation and special education. The first section presents three keynote addresses: "High Tech/High Touch: Making Good on the Promise" (D. A. Fenderson); "Curbcuts and Computers: Providing Access to Computers and Information Systems for Disabled Individuals" (G. C. Vanderheiden); "The Person with Disability and the Benefits of the Microcomputer Revolution" (T. Shworles). The second section is composed of papers on such topics as the use of computers in rehabilitation facilities, adaptation of computer equipment for handicapped children, the lip-reader trainer, an electronic blackboard for a blind teacher, a computerized system at an independent living center, a voiced personal computer system with word processing capabilities for the severely physically handicapped, and use of LOGO by learning disabled students. (CL)

More than 100 representatives from various types of libraries attended a clinic on the current and future applications of minicomputers in library operations. Among the library-related problems considered were: (1) circulation and control, (2) cataloging, (3) education and training, (4) information retrieval, (5) acquisitions, and (6) serials control. For some of the applications considered, the minicomputer is a stand-alone unit, while in others it is linked to larger systems within or outside the library. Some of the institutions used as examples for alternative uses of minicomputers were Stanford University, University of Chicago, University of Maryland, and University of Minnesota. Alternative computer manufacturer's equipment is also described. (DGC)

This report presents a comprehensive discussion of issues affecting the use of ethnographic research methods in bilingual education classroom research. Quantitative methods alone have not provided an adequate understanding of how the bilingual classroom operates, the meaningful features of the classroom, how children learn, and what cultural/community contexts affect that learning. Issues covered include (1) the scope of an ethnographic approach, (2) methodological issues in dealing with ethnographic information, and (3) implications and suggestions for applying ethnographic methods in future bilingual education research. Appendices present the goals, attendees, and agenda of the Conference on "Current Issues in Applying Ethnographic Methods to Bilingual Classroom Research" (1980) and an inventory of variables relating to bilingual classrooms. Charts discuss (1) the methodological characteristics of ethnographic and quantitative approaches, (2) technical equipment in ethnographic field work, (3) the contributions of videotape, (4) selected applications of videotape recording in classroom settings, (5) a summary of considerations for determining observer agreement and reliabilities, (6) a sample prose protocol of a classroom microethnographic study, and (7) a framework for symbolic interaction research. (JK)

With various kinds of intelligent metering equipment coming into service, there has been an urgent need for a set of examination system in the electric power industry to check the staff's level of measuring electric energy. In this paper, we design and implement a random test paper generation algorithm for this examination system, and analyze the experiment's data, based on the practical requirement of a training system for the electric energy measurement in a certain electric company. At the same time, in order to get a set of test papers to satisfy the given conditions, this paper discusses how to use optimized genetic algorithm to generate test papers from the question bank. This paper introduce fishnet algorithm to generate test papers automatically for getting a better, more fair and more objective test paper. [ABSTRACT FROM PUBLISHER]

At present, in the literature that is are devoted to social life, it has become commonplace to claim that we live in the era of the "digital revolution". Our paper deals with computer science in the period from the late 40's to early 60's of the twentieth century, which is considered from the point of view of "intellectual history". We concern ourselves with, in the main, two problems. First is self-consciousness of members of the computer science community in relation to other spheres of scientific and engineering-practical activity, including the question about the correlation of theoretical and applied components in the structure of the knowledge. Secondly, we tell about interactions of a new sphere of professional activity have been occurred in this period with various social practices - scientific, industrial, political and so on. Based on the texts that reflect the incipience of computer science in the West and in the Soviet Union, we reveal some features of the "philosophy" of the early period of the digital revolution in the context of the existence of two ideological systems. [For "NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1," see ED603189.]

This paper describes our concrete efforts to improve the functions of the computer rooms in the Information Processing Center from among several organisational strategies which can assume a large role in the next-generation education, while examining the practice of active learning by the faculty in all classes using ICT equipment. We implemented the strategies to rapidly introduce smart education including e-Learning into all subjects of our college by improving the functions of the computer rooms, increasing the number of the computer rooms, and linking with the "Acceleration Program for University Education Rebuilding (AP)" which is being promoted as a collegewide project. Also, based on the circumstances leading to the increase in the number of the computer rooms, we conducted an aggregate analysis of use of the increased computer rooms and utilized the results for promoting smart education. [For the complete proceedings, see ED579335.]

Mobile commerce has provided extended business opportunities for online organisations and made it easier for customers to purchase products on-line from anywhere at any time. However, there are several risks associated with it, especially the identity theft. Online organisations commonly use electronic commerce approaches; however, these have some limitations in the m-commerce. This paper presents an evaluation of the approaches used in identity theft prevention and suggests guidelines to overcome the weaknesses in m-commerce. A case study approach, with semi-structured interviews was used as the data collection method. Thematic analysis method was adopted for the interpretation of the qualitative data. Themes and codes were created in relation to the processes, methods, approaches, activities and tools used for identity theft prevention. The results show that online organisations are using same approaches of identity theft prevention for all online business transactions, while m-commerce has some unique characteristics for which e-commerce arrangements are not effective. On the other hand, these arrangements are not evaluated for their effectiveness in m-commerce. This study suggests for the assessment of identity theft prevention system for effective functionality in m-commerce and forward guidelines for evaluation of the system in m-commerce. This study makes an important contribution by suggesting strategies for identity theft prevention in m-commerce. [For full proceedings, see ED571459.]

The Raspberry Pi is a credit card size low powered compute board with Ethernet connection, HDMI video output, audio, full Linux operating system run from an SD card, and more, all for $45. With cables, SD card, etc., the cost is about $70. Originally designed to help teach computer science principles to low income children and students, the Pi has taken on a life of its own, with many online resources and projects that cover most everything one would want to do with a small low monetary cost and low battery power computer. This paper/session will present the Raspberry Pi and provide ideas of what it can do and how one can get started using it. The author has used Pi's for Internet data acquisition/monitoring, cluster processing using more than one Pi, email notifications, and power monitoring. The particular focus example will be on UPS power monitoring and status using off the shelf Open Source software. The main software for the purpose of power monitoring is NUT, Network UPS Tools, whose goal is "to provide support for Power Devices, such as Uninterruptible Power Supplies, Power Distribution Units and Solar Controllers." Some background in the theory and practice of electrical power, surge protection, uninterruptible powers supplies, etc., will be provided. [For full proceedings, see ED571297. This paper was presented in the 2014 proceedings.]

This paper asserts that interactive exhibits are more than just hands-on activities but utilize a range of techniques. The variety of techniques is explained with examples of various types of exhibits to involve the visitor in learning more about the exhibit. The paper presents several examples that strike a balance between educating in history museums and preserving collections. Topics addressed include different learning styles, multicultural education, John Dewey's ideas of building on previous learning, social history, hands-on exhibits and the question of preservation of artifacts, multisensory exhibits and living history exhibits, participatory exhibits, interactive computers, and response books. (Contains 21 references.) (EH)

An analysis of the IBM/NEA Mastery in Learning (MIL) school renewal system, an electronic network that involves school faculties in collegial interaction with researchers and other educators in school reform, is the purpose of this paper. Developed by IBM (International Business Machines) and NEA (National Education Association), the MIL is a site-based, faculty-led reform in which 26 schools participate nationwide. Although local faculties design their own agendas, the MIL project design specifies standard phases of implementation. Specific research questions are concerned with assessing changes in program use and content, the influence on interaction between research and practice, and the impact on school reform. Data were collected from computer log files, printouts of network papers, and telephone interviews with 44 focal participants. Conclusions point to the need for local support, an organized network structure, improved time and access, provision of participant incentives, and attention to substance. Computer network systems provide the "medium" for activities; however, they must meet participants' needs and support their work. Appendices include statistical tables of the data, a model of the school renewal computer network research design, and a copy of the survey instrument. (18 references) (LMI)

The main argument being presented in this paper is that instructional designers and educational researchers need to shift their attention from performance to interest. Educational digital games have to aim at building lasting interest in real world applications. The main hypothesis advocated in this paper is that the use of rewards in educational games may aid building an intrinsic motivation in students. The reward system is based on the educational notion of positive reinforcement and operant conditioning.

We are now entering a new era of development, such as the Web of Things (IoT). IOT is a cloud-based "complete overall neural framework" that connects numerous devices. The Internet of Things (IoT) is a collection ofcleverly connected devices and structures that include smart machines that interact and communicate with other machines, circumstances, things, and establishments, and advances in radio frequency identification (RFID) and sensor technology will help to address this new problem. People, programming structures, and diverse machines willshare information about the scenario and the surrounding state with IoT-enabled devices. The world will become more intelligent in every way as the Internet of Things advances. However, in the great majority of countries, internet access is only available to people who have access to computers. [ABSTRACT FROM AUTHOR]

The Association Supporting Computer Users in Education (ASCUE) is a group of people interested in small college computing issues. It is a blend of people from all over the country who use computers in their teaching, academic support, and administrative support functions. Begun in 1968 as the College and University Eleven-Thirty Users' Group (CUETUG), with an initial membership requirement of sharing at least one piece of software each year with other members, ASCUE has a strong tradition of bringing its members together to pool their resources to help each other. ASCUE continues the tradition of sharing through its national conference held every year in June, its conference proceedings, and its newsletter. ASCUE proudly affirms this tradition in its motto: "Our Third Quarter Century of Resource Sharing." ASCUE initiated a refereed track for paper submissions to the conference in 2008. In fact, at the 2008 business meeting, the membership approved three different presentation tracks: refereed with 3 blind reviews for each paper, session with paper where the author submits a paper but it is not reviewed, and session without paper where no paper is submitted and only the abstract is included in the proceedings. To reflect this division, the proceedings is divided into three sections. The first section, up to page 77, contains the approved refereed papers, the second section, from 78 to 102, holds the papers from the sessions with paper, and the last section lists the abstracts for the other sessions. A presenters index is included.