Describes the approach and computer programs used to analyze literature. The two aspects of text captured in the analysis are thematic segmentation and density. Shows how these methods may be applied to Balzac's short story, "Sarrasine." (JDH)

This paper describes several projects concerning the use of the DERIVE programming language for symbolic computation in Slovenia. The main topics discussed include preparing books and materials using DERIVE in Slovenian language, and a survey on the use of programs for symbolic computation by mathematics teachers in Slovenian secondary schools.…

Since the early 1990s, laptop computers have repeatedly been suggested as a tool to improve instruction and student learning. Meanwhile, several evaluations have shown that laptops helped to increase the amount of independent and collaborative learning. Instruction with laptops was also found to be more student-centered in many cases. However,…

This paper describes the PICCO (PICtorial-COmputer) project the aim of which has been to study the development of the children's conceptual models and exploration strategies in the PICCO environment. The phenomenon, which was selected for the pictorial computer simulation, PICCO, was the variations of sunlight and the heat of the sun as…

Lack of education causes and is caused by poverty. In urban areas, it adds to the vulnerability of the poor, resulting in inaccessible schools and irrelevant curricula. Building urban communities and harnessing social capital can create an environment where the poor will have greater opportunities for making decisions that influence their lives.…

Presents some activities for elementary school mathematics classes using a Cabri computer program. (KHR)

Presents ideas for using spreadsheets to explore random numbers, electric-potential distributions, function fitting, and the frequency analysis of waveforms. Contains 18 references. (JRH)

Presents a case study as a framework within which to discuss the concepts of function and their representations. (KHR)

The development of computer literacy among teachers is discussed. It is argued that teachers' computer literacy will be enhanced if it is based on analysis of computers as communicative media and on assessed needs of teachers. Similarly, teacher motivation will improve if teachers understand how computers meet their needs. (SLD)

Examines the planning, policy, and organizational approaches taken by the United States and the Netherlands to use the computer as an administrative tool. Discusses applications in these countries to manage school finances, personnel data, administrative offices, plant operations, support services, and student data and implementation suggestions.…

A survey of 216 bachelors in education (BE) students and 173 postgraduate certificate in education (PGCE) students found that nearly 58 percent of BE and 40 percent of PGCE students had very little or no computer experience; more PGCE than BE students had positive feelings about computers; and lack of knowledge or experience were primary reasons…

Investigated processes underlying career-related preferences and readiness to make compromises. Analyzed 3,265 monitored dialogues with computer-assisted career guidance system and occupational preferences of 60 young adults. Findings supported hypotheses that perceived importance of aspect is positively correlated with degree of extremity of…

Teachers in seven Australian secondary schools identified themselves as users (n=102) or nonusers (n=250) of computers in class. Users were encouraged by access to computers and software and self-motivation. Nonusers lacked confidence with computers, lacked time to review software, and had access difficulties. (SK)

Suggests that, because both history and computers are information based, there is an natural link between the two. Argues that history teachers should exploit the technology to help students to understand history while they become computer literate. Points out uses for databases, word processing, desktop publishing, and telecommunications in…

Discusses development of an Australian distance-education cosmology course that employs an interactive design model and an extensive communication system. The way the model is used to organized, sequence, and deliver the course is explained. Discussion addresses how the model might be used to design other courses. (Author/CR)