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

Introduction of computers in education: State of the art in eight countries

In 1989, the IEA Computers in Education study collected data on computer use in elementary, lower- and upper secondary education in 22 countries. This paper presents some preliminary results for lower secondary education in Belgium-Flemish, Belgium-French, France, Greece, Japan, Luxembourg, The Netherlands, Switzerland and the U.S.A.\ud \ud The major questions that are addressed are related to the availability and the use of hard- and software, the problems experienced in introducing computers in schools and the attitudes of the principals towards computers. The results show that the number of schools equipped with computers and the number of computers available in schools increased dramatically over the past few years. Despite this fact, computers still are only used by a limited number of teachers, and mainly for teaching students about computers; the integration of computers in existing subjects is still limited. The major problems experienced in educational practice are the lack of sufficient software of high quality and insufficiently trained teachers

Developing Basic Space Science World Wide: Progress Report

The UN/ESA Workshops on Basic Space Science is a long-term effort for the development of astronomy and regional and international co-operation in this field on a world wide basis, particularly in developing nations. The first four workshops in this series (India 1991, Costa Rica and Colombia 1992, Nigeria 1993, and Egypt 1994) addressed the status of astronomy in Asia and the Pacific, Latin America and the Caribbean, Africa, and Western Asia, respectively. One major recommendation that emanated from the first four workshops was that small astronomical facilities should be established in developing nations for research and education programmes at the university level and that such facilities should be networked. Subsequently, material for teaching and observing programmes for small optical telescopes were developed or recommended and astronomical telescope facilities have been inaugurated at UN/ESA Workshops on Basic Space Science in Sri Lanka (1995), Honduras (1997), and Jordan (1999). UN/ESA Workshops on Basic Space Science in Germany (1996), France (2000), Mauritius (2001), Argentina (2002), and P.R. China (2004) emphasised the particular importance of astrophysical data systems and the virtual observatory concept for the development of astronomy on a world wide basis. Since 1996, the workshops are contributing to the development of the World Space Observatory concept. Achievements of the series of workshops are briefly summarised in this report.Comment: 3 page

Book Review: Water delivery: Public or private?

Teaching/Communication/Extension/Profession,

Molecular dynamics simulations of aqueous urea solutions: Study of dimer stability and solution structure, and calculation of the total nitrogen radial distribution function GN(r

Molecular dynamics simulations have been performed in order to study the structure of two molal urea solutions in D2O. Several initial dimer configurations were considered for an adequate sampling of phase space. Eventually all of them appeared to be unstable, when system size and periodic boundary conditions are chosen properly, even after a very careful equilibration. The total nitrogen scattering function GN(r), calculated from these simulations, is in good agreement with neutron scattering experiments when both intra- and intermolecular correlations are considered and the experimental truncation ripples are introduced by a Fourier transform of GN(r) back and forth. The simple pair potential model that we used gives results in good agreement with experiments and with a much more involved potential model, recently described in the literature [J. Chem. Phys. 95, 8419 (1991)]

Status of introductory computer education in the Netherlands: results of a survey

The International Association for the Evaluation of Educational Achievement (IEA) is conducting an international comparative study on educational computer use in more than 20 countries. This paper analyzes some of the Dutch results of the IEA survey on the use of computers in lower secondary schools. The findings show that at present computers are mainly used for introductory computer courses, but that the integration of computers into existing subjects is still limited. The main problems identified in the study are: insufficient availability of courseware and hardware, time constraints and a high need for teacher training