http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
National Computer Literacy Goals for 1985 Conference (1980 : Reston, Va.)
Front Cover; Computer Literacy; Copyright Page; Dedication; Table of Contents; CONTRIBUTORS; PREFACE; ACKNOWLEDGMENTS; SECTION I:PERSPECTIVES ON COMPUTER LITERACY; CHAPTER 1. KEY COMPONENTS FOR A NATIONAL COMPUTER LITERACY PROGRAM; REFERENCES; CHAPTER 2. NATIONAL COMPUTER LITERACY, 1980; REFERENCES; CHAPTER 3. ON THE DEVELOPMENT OF AN INFORMATION HANDLING CURRICULUM: COMPUTER LITERACY, A DYNAMIC CONCEPT; I. CURRENT PROBLEMS; II. VARIETIES OF NEED; III. MARKET VS. NATIONAL NEED; IV. PROPOSED CURRICULUM; V. EVOLVING CULTURE; REFERENCES; CHAPTER 4. COMPUTER LITERACY: 1949-1979
CHAPTER 5. AUDIENCE COMMENTARYSECTION II:DEFINITIONS AND REQUIREMENTS FOR COMPUTER LITERACY; CHAPTER 6. EDUCATION FOR CITIZENSHIP IN A COMPUTER-BASED SOCIETY; I. THE IMPACT OF COMPUTERS ON PEOPLE'S LIVES; II. WHAT SHOULD THE TERM ""COMPUTER LITERACY"" MEAN?; III. PUBLIC EDUCATION AND COMPUTER LITERACY; IV. SOME ISSUES IN PLANNING FOR COMPUTER LITERACY EDUCATION; V. INVESTIGATING THE SCHOOL AS A MICROCOSM OF SOCIETY; REFERENCES; DISCUSSANT REMARKS; NARRATIVE; CHAPTER 7. PERSONAL COMPUTING FOR ELEMENTARY AND SECONDARY SCHOOL STUDENTS; I. PERSONAL COMPUTING
II. PERSONAL COMPUTING: A FORMAT FOR EXPLORATIONIII. COMPUTER ASSISTED INSTRUCTION; IV. AN AID TO PROBLEM SOLVING; V. LEARNING COMPUTER AND INFORMATION SCIENCE; VI. COMPUTERIZED ENTERTAINMENT; VII. FINAL REMARKS; REFERENCES; DISCUSSANT REMARKS; NARRATIVE; CHAPTER 8. COMPUTER LITERACY FOR TEACHERS; I. THE CENTRAL PROBLEM; II. THE COMPUTER AS A VEHICLE FOR COMPUTER LITERACY FORTEACHERS; III. LITERACY DETAILS; IV. CONCLUSIONS; ACKNOWLEDGMENTS; DISCUSSANT REMARKS; NARRATIVE; DISCUSSANT REMARKS; NARRATIVE; AUTHOR REBUTTAL; AUDIENCE COMMENTARY
WORKING GROUP I: COMPUTER LITERACY FOR TEACHERS AND SCHOOL ADMINISTRATORSWORKING GROUP V:ETHICS AND VALUES FOR COMPUTER LITERACY; SECTION III:COGNITIVE RESEARCH AND SOLVING PROBLEMS USING THE COMPUTER; CHAPTER 9. CONTRIBUTIONS OF COGNITIVE SCIENCE AND RELATED RESEARCH IN LEARNING TO THE DESIGN OF COMPUTER LITERACY CURRICULA; I. USE CONCRETE MODELS; II. ENCOURAGE LEARNERS TO ""PUT IT IN THEIR OWN WORDS""; III. ASSESS AND BUILD ON LEARNERS' INTUITIONS; IV. PROVIDE TRAINING IN CHUNKING; V. PROVIDING TRAINING IN ANALYSIS OF STATEMENTS; VI. CONCLUSION; REFERENCES; DISCUSSANT REMARKS; NARRATIVE
DISCUSSANT REMARKSNARRATIVE; REFERENCES; CHAPTER 10. DOES COMPUTER PROGRAMMING ENHANCE PROBLEM SOLVING ABILITY? SOME POSITIVE EVIDENCE ON ALGEBRA WORD PROBLEMS; I. INTRODUCTION; II. EXPERIMENTS WITH WORD PROBLEMS IN A TRADITIONAL ALGEBRAIC SETTING; III. INTERPRETATION OF ALGEBRA EXPERIMENTS; IV. COMPUTER PROGRAMS VS. ALGEBRAIC EQUATIONS: EXPERIMENTAL RESULTS; V. WHY A PROGRAMMING CONTEXT DECREASES REVERSAL ERRORS: SOMEHYPOTHESES; VI. IMPLICATIONS FOR EDUCATION; VII. CONCLUDING REMARKS; REFERENCES; DISCUSSANT REMARKS; NARRATIVE; REFERENCES; DISCUSSANT REMARKS; NARRATIVE; AUTHOR REBUTTAL
edited by Robert J. Seidel, Ronald E. Anderson, Beverly Hunter.
"Based on the National Computer Literacy Goals for 1985 Conference, Reston, Virginia, December 18-20, 1980."
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212 MiAaHDL
digitized 2015 HathiTrust Digital Library committed to preserve pda MiAaHDL