Influence of computer use on schools' curriculum: Limited integration

In the literature many claims are formulated about what might be accomplished in actual teaching practice when computers are used in a proper and intensive way. Therefore, in this study we analyse how three leading schools in the lower general secondary education sector in The Netherlands are using computers in their curriculum. The results show that these schools have hardly passed the stage of grassroot developments. To validate and possibly generalize these results we did, as a follow up study, a telephone survey with a larger group of leading schools. The survey confirmed the outcomes of the case studies

The worldwide use of computers : a description of main trends

This paper examines some of the main findings from the IEA Computers in Education survey. The results show that with respect to the future of computers in education there is reason for optimism as well as for pessimism. The optimistic part of the story is that new technologies in the form of computers are nowadays available for many schools in most so-called developed countries, and that despite the complexity of this innovation educational practitioners and students are still very enthusiastic about this technology. The pessimistic part is that there is still much inequity of access to computers. Once computers are available they tend to be used most frequently as an add-on to the existing curriculum. It is probably this lack of integration of computers in existing curricula which is most challenging in determining our agenda for the future

The Worsening Shortage of College-Graduate Workers

The Bureau of Labor Statistics (BLS) projections of occupational employment growth have consistently underpredicted the growth of skilled occupations. BLS currently projects that professional, technical, and managerial jobs will account for 44.5% of employment growth between 1988 and 2000, while we project they will account for 70% of employment growth. Between March 1988 and March 1991 these occupations, in fact, accounted for 87% of employment growth. The BLS\u27s projections of the supply/demand balance for college graduates have also been off the mark-predicting a surplus for the 1980s when, in fact, a shortage developed, and relative wage ratios for college graduates rose to all-time highs. We project that the supply of college educated workers will grow more slowly during the 1990s and that there will be a continuing escalation of wage premiums for college graduates

Factors relating to the acquisition of computer literacy and computer science skills in California high schools

Purpose. The purpose of this study was to identify factors that related to the acquisition of computer skills in California high schools. Procedures. The first part of the study was examination of data from a sample of 63 California schools: scores from computer skills tests, achievement tests, and other pertinent information. The second part was an in-depth study of four schools taken from the sample of 63 schools with high or low scores on computer skills tests. Case study methodology was used with the sample of the two high scoring and two low scoring schools to examine other factors that may have contributed to the differences in scores. Findings. Significant statistical relationships were found between the high scores on computer skills tests and parents\u27 educational attainment. High percentages of recipients of Aid to Families with Dependent Children (AFDC) showed a negative correlation with the test scores. Significant statistical relationships were also found between scores on reading and math tests and computer skills tests. The case studies revealed differential access to computers based on ability, and a lack of integration of computer skills into the curriculum in the low scoring schools. The importance of teacher training, and the commitment of school and community to computer programs with high quality hardware and software were important factors in schools with high computer skills scores. Recommendations. (1) Districts desiring to implement successful comprehensive computer programs should secure involvement of, and commitment from all aspects of the school and the community. (2) Administrators of programs should utilize additional resources in computer classes for those who have low reading and math scores. (3) Districts need to be wary of the relationship between sources of funding for computer programs and their classroom utilization, as this study indicates that categorical funding tends to result in narrow categorical use. (4) A recommendation for further study is the extent to which there is a division among the school districts of the state into have and have-not districts with regards to access to computer literacy courses for all students. Such a division, if it exists, might be of interest to the legislature as a matter of State Policy

A resource guide to physical science/physics software for the Apple II, Atari, Pet, and TRS-80

The purpose of this resource guide is to present a list of the software available for high school physical science/physics for the four most popular microcomputers: Apple II, Pet, TRS-80, and Atari. The resource guide will consist of the following: 1. A list and description of the high school physical science/physics software available for AISD teachers in the various Resource Centers. 2. A list and description of the commercial software for high school physical science/physics. 3. Checklists for evaluating computer instructional programs. 4. An annotated bibliography of microcomputer publications.Science and Mathematics Educatio