Describes several situations in which elementary and secondary school students successfully use adult level software in learning situations. Suggestions on how to teach students to use adult level software are presented and the advantages of such use are discussed. (MBR)

A variety of activities and information about computers and programing are included. (MNS)

Suggestions for how teachers can use the programs in the Micro Primer Software Packs are given. While the reader needs to be familiar with the programs to make full use of the comments, some ideas concerning the interaction between child, computer, and teacher can be garnered. (MNS)

Recognizes the potential for computers in the classroom and delineates stringent guidelines for writing and selecting programs that will stimulate and challenge students rather than stifle and bore them. (CRH)

Describes EXTOL, a high-level computer programing language, which puts computer-assisted language production into the hands of the language teacher. Shows that teachers who are not computer specialists and whose familiarity with EXTOL is not of long standing can still create a wide variety of lessons. (SED)

How 125 seventh graders had three days of hands-on computer experience is described in some detail. Computer programs are included. (MNS)

A method for solving polynomial equations is discussed that relies on the user's seeing approximations to the roots of the equation. The equation is then manipulated to improve on that approximation. A computer program is included. (MNS)

Four studies are offered from a Piagetian perspective on providing children with an optimal microcomputer environment. Guidelines stress the importance of flexibility, and a hierarchical software environment. (CL)

Presents an instructional process designed to achieve educational objectives (comprehension, analysis, evaluation, synthesis, and application) in introductory computer programming and applications courses through student projects. The projects involve goals based on these objectives and integrate computational techniques, plotting displays, and…

An example is given of how to help students who have obtained a correct answer by a wrong method. They are asked to suppose that a child has found an easy method for division, and eventually write a computer program to show the correct method. (MNS)

This paper explores the role of the teacher in the orchestration of common knowledge and in the interplay between intuitive/empirical and formal aspects within the context of students learning mathematical proof using a dynamic geometry software. The case of a secondary school teacher is discussed through the analysis of her learning initiative…

In this paper are described some features of the intensive use of math software, primarily Derive, in the context of modeling in an introductory university course in differential equations. Different aspects are detailed: changes in the curriculum that includes not only course contents, but also the sequence of introduction to various topics and…

Accelerated Math (AM) math management software is a task level learning information system placed in 4th-11th grade classrooms around the country. AM provides teachers with an information system that assures that students can master all math objectives and state standards from grade 3 through calculus. It eliminates teacher paperwork, improves…

Focuses on the use of the Artemis web-based interface, which provides a digital library for students to search, organize, and evaluate science information related to project-based investigations. Describes high school science students' use of the scaffolding features embedded in Artemis. Reports that students relied upon the Organizational Feature…

Describes how technological capabilities such as calculation, imaging, networking, and portability support a range of pedagogical approaches, such as inquiry-based science and dynamic modeling. Includes as examples software products created at Apple Computer and others available in the marketplace. (KDFB)