To be creative, an act must have as its outcome something new in the way it is intelligible and valuable. Computers have restricted contexts of information and have no ability to weigh bits of information. Computer optimists presuppose either determinism or indeterminism, either of which abandons creativity. (MT)

After reviewing several assumptions that support the future ubiquitousness of computers in society and in scholarly research, summarizes three interrelated frameworks for developing instructional computing. (GC)

The willingness of continuing educators to meet the challenge of studying the computer and using it to enhance the learning process will influence whether this generation of educators takes a step forward toward a respectable profession or a step backward toward a poorly paid skill. (Author)

Describes human-computer interface needs for empowering environments in computer usage in which the machine handles the routine mechanics of problem solving while the user concentrates on its higher order meanings. A closed-loop model of interaction is described, interface as illusion is discussed, and metaphors for human-computer interaction are…

Success in using a computer in education as a problem-solving tool requires a change in the way of thinking or of approaching a problem. An algorithm, i.e., a finite step-by-step solution to a problem, can be designed around the data processing concepts of input, processing, and output to provide a basis for classifying problems. If educators…

This paper describes research into the framework of Computer Analysis Relationship (CAR) and its methodology together with software such as Scientific Notebook in a teaching and learning problem-solving environment to support student investigation as well as to enhance student logical thinking. CAR aims to motivate students how to subdivide a…

The ability to generalize is probably the primary aspect of intelligence. The computer's inability to generalize is the major stumbling block associated with machine intelligence. (Author/CP)

The concept of proof is discussed from a "human" viewpoint. The author concludes that "a good proof is one which makes us wiser." (MP)

A traditional question is whether or not computers shall ever think like humans. This question is redirected to a discussion of whether computers shall ever be truly creative. Creativity is defined and a program is described that is designed to complete creatively a series problem in mathematics. (MP)

Overview of the artificial intelligence (AI) field provides a definition; discusses past research and areas of future research; describes the design, functions, and capabilities of expert systems and the "Turing Test" for machine intelligence; and lists additional sources for information on artificial intelligence. Languages of AI are…

Computer programing and problem-solving steps in mathematics are viewed to have related concepts. Some heuristics are compared with some suggestions for structured programing. The one fundamental difference between problem solving in general and when using the computer is seen as the computer solution must be finite. The computer is viewed as a…

Refutes Seymour Papert's premises because they: (1) maintain that computer criticism goes through developmental stages; (2) overlook the fact that the computer's newness in education affects the way people speak of computers; and (3) deny the necessity that teaching LOGO, like other pedagogies, should be accountable to experimental research. (PS)

Agrees with Seymour Papert that conventional experimentation has shortcomings when used to study effects of educational programs. Cites three research methods that, in combination, can compensate for the shortcomings of both conventional research and the computer criticism suggested by Papert. (PS)

Suggestions for teachers are presented, involving audiovisual materials, magazines, worksheets, safety reports, computers, bulletin boards, storage, problem solving, computer-assisted job searches, visual aids, motivating techniques, visual communications, engine valve display, computer printouts for stencils, wheel alignment for tractor axles,…

Hyperintelligence--a dramatic extension of the power of the brain--will be made possible by global computer networks. Hyperintelligence will help to create a new and better global society. Other consequences of computer networks are also discussed. (RM)