Computer Literacy: Issues and Directions for 1985 is based on a conference entitled "National Goals for Computer Literacy in 1985", held in Reston, Virginia, on December 18-20, 1980, under the auspices of the National Science Foundation. The conference provided a forum for discussing views on computer literacy, as well as methods for infusion of computer-related objectives and activities into existing curricula for different age levels. Issues and barriers to developing national goals for achieving a computer-literate society in the United States are also examined. Comprised of 31 chapters, this book begins by presenting four major approaches to a perspective on computer literacy: impact of computer literacy on the citizenry; major national components of a computer literacy program; development of an information handling curriculum for an evolving computer literacy concept; and a 30-year historical overview of "computer events in three strands" (research/development/technology, education, and social/political institutional). The next section considers the definitions and requirements of computer literacy as they impact society, students, and teachers. The use of the computer in cognitive research and in problem solving is also discussed, together with curriculum development in computer literacy. This monograph will be of interest to students, teachers, school administrators, and educational policymakers.

This volume provides a unique and notable contribution to the investigation and exemplification of computer literacy in human services education. A significant contribution to the development of the contemporary human services curriculum, this helpful guide introduces the computer literate curriculum, explores the nature of computer literacy and its ramifications for teaching in the human services, and discusses the computer's effect on scholarly thinking. Computer Literacy in Human Services Education is divided into two major sections, the first dealing with teaching about computers and the second addressing the use of computers in teaching. In the first section, the authors introduce the topic of computer literacy in human services education and look at some general issues which have broad implications for the educator. They also explore program-wide curriculum development and the development of individual courses. In the second section, the authors discuss computers as devices which can facilitate both learning and thinking in human services, and suggest that some theories explaining human behavior may also apply to human/computer interaction. Other topics covered in the section are the use of computers in teaching about human services, including Computer Assisted Instruction (CAI), simulations, and interactive video. The volume concludes with an examination of the ways computers can affect the thinking of scholars in teaching and in model and theory building in the human services.

This is considered the resource textbook for the technology training and learning field. This best-selling book provides practical solutions and hundreds of tips for new and experienced trainers facing the challenge of how to help users learn new technology. It addresses the methods, technologies, and organizational issues faced by all training professionals.

Robinson adds exceptional insight into how children become literate in a technological society and offers necessary tools for researchers and academics to understand how young children interact with computers both at home and in a school setting.

This book constitutes the refereed proceedings of the International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2005, held in Klagenfurt, Austria in March/April 2005. The 21 revised full papers presented together with an introduction were carefully reviewed and selected for inclusion in the book. A broad variety of topics related to teaching informatics in secondary schools is addressed ranging from national experience reports to paedagogical and methodological issues.