ERIC ED337162: Technical Reports & Working Papers: A Publication History.

18 Pages·1991·0.65 MB·English

by  ERIC

DOCUMENT RESUME
ED 337 162
IR 015 222
TITLE
Technical Reports & Working Papers: A Publication
History.
INSTITUTION
Bank Street Coll. of Education, New York, NY. Center
for Children and Technology.
PUB DATE
91
NOTE
18p.
PUB TYPE
Reference Materials - Bibliographies (131)
EDRS PRICE
MF01/PC01 Plus Postage.
DESCRIPTORS
Annotated Bibliographies; Cognitive Processes;
Computer Software; Educational Environment;
Elementary Secondary Education; Interactive Video;
Mathematics Instruction; Microcomputers; Multimedia
Instruction; Programing; *Publications; *Research and
Development Centers; *Research Reports; Science
Instruction; Sex Differences; Writing Instruction
IDENTIFIERS
Logo Programing Language
ABSTRACT
The technical reports and working papers published by
the Center for Children and Technology that are listed in this guide
focus on educational technology and its relationship to student
learning and school restructuring. Technical reports share research
results, describe prototype designs, and address issues crucial to
the Center's research agenda. Working papers are more informal
reflections on the research process. The listings for 51 technical
reports include title, author, publication date, a brief description
of the paper, its availability, where it has been published or its
ERIC document number, and the number of pages. Topics include
microcomputers and their implementation in and impact on elementary
and secondary schools; problem solving and Logo programming; computer
software issues; cognitive processes and computer use; sex
differences issues; learning environments that incorporate
educational technologies; databases; programming skills; mathematics
instruction; interactive video in the classroom; science inetruction;
conducting research in classrooms; and the design of educational
computer software. The listings for four working papers include the
title, author, publication date, description of the paper, and number
of pages. Topics include interactive video; interactive multimedia;
elementary earth science instruction; and cultures and gendered
values. A further listing of 16 Center for Technology -n Education
technical reports includes title, author, publication date,
description, availability, and number of pages for each report.
Topics include computer-supported writing; educational testirg;
multiple intelligences; teachers' beliefs; organizational impact of
school computers; s-hool restructuring; disadvanta9ed students;
assessing school performance; discovery-oriented programs; and
interactive multimedia learning. (DB)
********************************************************t*****A**R*****
Reproductions supplied by EDRS are the best that can be made
*
*
from the original document.
*
*
*****************************************************A***************
I.
IL
a
4
1
U S DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This oocument has been reproduced as
received from the person or organization
Originating it
0 Minor changes have been made to improv
reproduction duality
Points of view or opinions stated in this docu
ment do not necessarily represent official
OE RI position or pgicy
Technical Reports
orking Papers:
&
A Publication History
The staff of the
Center for Children and Technology
rZc
"PERMISSION TO REPRODUCE THIS
MATERIAL HAS BEEN GRANTED BY
AVAILABLE
BEST COPY
K. McMillan
TO THE EDUCATIONAL RESOURCES
2
INFORMATION CENTER (ERIC)"
Technical Reports
& Working Papers:
A Publication History
The staff of the
Center for Children and Technology
In 1981 the Center for Children and Technology began publishing technical
reports and working papers. Educators and policy-makers seeking guid-
rely on these reports
ance, as well as researchers, designers, and students,
to articulate new ideas and new goals for the use and design of educational
technology. These papers repmsent a crucial contribution to current im-
student learning and
ages of educational technology and its relationship to
school restructuring.
Technical reports share research results, describe prototype designs, and
address the issues crucial to our research agenda. Working papers are
Taken together, the re-
more informal reflections on the research process.
ports characterize the development of the Center through the last decade.
Listings for reports currently available from the Center begin on page 6.
Published in Journal of Applied
ISSUES RELATED TO ME
(TR4)
Developmental Psychology, 1982, 3, 361-
IMPLEMENTATION OF
373.
COMPITIER TECHNOLOGY IN
SCHOOLS: A CROSS-
(TR-4) WHAT IS PLANNDIG
SECI1ONAL STUDY
DEVELOPMENT THE
Karen Sheingold, Janet Kane,
DEVELOPMENT OF?
and Mari Endreweit
Roy D. Pea
February 1981
No longer available as a technical report.
Spring 1982
No longer available as a technical report.
Published as: Microcomputer use in
Published in D. Forbes & M.T.
schools: Developing a research agenda.
Greenberg (Eds.), New directions for
Harvard Educational Reviews1983, 53
child development: children's planning
(4), 412-432.
strategies (pp. 527). San Francisco:
Jossey-Bass, 1982.
STUDY OF ISSUES REIATED
(TR-2)
TO THE IMPLEMENTATION
(TR-5) LOGO RESEARCH AT BANK
OF COMPUTER TECHNOLOGY
STREET COLLEGE
IN SCHOOLS
Jan Jewson (Hawkins) and Roy
Karen Sheingold, Janet Kane,
Mari Endreweit, and Karen
D. Pea
Billings
Spring 1982
No longer available as a technical report.
July 1981, 137 pages
No longer available as a technical report.
Published in Byte, August 1982, 332-333.
ERIC ED319370
(TR-6) THE FLEXIBLE USE OF
COMPUTERS IN CLASSROOMS
MICROCOMPUTERS IN
(TR-3)
Jan Hawkins
SCHOOLS: IMPACT ON ME
November 1982, 8 pages
SOCML LIFE OF
No longer available as a technical report.
ELEMENTARY CLASSROOMS
Jan Hawkins, Karen Sheingold,
ERIC ED249926
Meryl Gearhart, and Chana
Berger
1982
No longer available as a technical report.
1
Published in Journal of Educational
(TR-7) PROSPECTS AND
Computing Research, 1985, 1(2), 235-243.
CHALIENGES FOR USING
MICROCOMPUTERS IN
ERIC ED249929
SCHOOLS
(TR-1l) CHILDREN'S PLANNING
Roy D. Pea
February 1984, 9j pages
PROCESSES IN A CHORE-
No longer available as a technical report.
SCHEDULING TASK \
Roy D. Pea and Jan Hawkins
ERIC ED249927
This paper, prepared as an address for
March 1984, 34 pages
No longer available as a technical report.
educator groups, provides a theoretical
Published in S. L. Friedman, E. IC
perspective for thinking about problems
Scholnick, & R. R. Cocking (Eds.),
and prospects for integrating microcom-
Blueprints for thinking: The
puter uses in school activities. Six major
development of social and cognitive
aspects of the perspective are defined: (1)
planning skills. New York: Cambridge
the computer as general-purpose sym-
University Press, 1984.
bolic device; (2) the importance of devel-
opmental studies of children's under-
ERIC ED249920
standing; (3) the importance of teachers
and instruction; (4) the need to make
(TR-12) LOGO PROGRAMMING AND
computer-based learning purposive; (5)
PROBLEM SOLVING
the aim of meeting educational goals ef-
Roy D. Pea
April 1983, 9 pages
fectively; and (6) the guidance of com-
No longer available as a technical report.
puter use by educational values. Current
innovative uses of school computer tech-
ERIC ED319371
nologies are discussed in terms of this
perspective.
(TR-14) RESEARCH AND DESIGN
ISSUES CONCERNING THE
(TR-8) EDUCAT, ONAL SOFTWARE
DEVELOPMENT OF
TOOLS: DESIGNING A TEXT
EDUCATIONAL SOFTWARE
EDITOR FOR CHILDREN
FOR CHILDREN
D. Midian Kurland
Cynthia A. Char
January 1983, 9 pages
April 1983, 5 pages
No longer available as a technical report.
No longer available as a technical report.
ERIC ED249928
ERIC ED319374
(TR-9) ON THE COGNITIVE EFFECTS
(TR-15) SOFTWARE IN THE
OF LEARNING COMPUTER
CLASSROOM ISSUES IN THE
PROGRAMMING
DESIGN OF EFFECTIVE
Roy D. Pea and D. Midian
SOFTWARE TOOLS
Kurland
D. Midian Kurland
October 1983, 45 pages
April 1983, 10 pages
No longer available as a technical report.
No longer available as a technical report.
Published in New ldeas in Psychology,
ERIC ED 319372
1984, 2 (3), 137-168.
ERIC ED249919
(TR-16) LOGO PROGRAMMING AND
THE DEVELOPMENT OF
(TR-10) CHILDREN'S MENTAL
PIANNING SKILLS
MODELS OF RECURSIVE LOGO
Roy D. Pea and D. Midian
PROGRAMS
Kurland
D. Midian Kurland and Roy D.
March 1984, 55 pages
Pea
ERIC ED249930
February 1983, 9 pages
Findings are presented from two separate
No longer available as a technical report.
year-long longitudinal studies of the de-
5
puter operations and human thinking
velopment of planning skills among
processes.
school-aged children in relation to learn-
ing Logo programming, and a theoretical
(TR-22) CHAMELEON IN THE
context is provided for predictions of
greater improvement by the program-
CLASSROOM DEVELOPING
ming groups. In the first year, experi-
ROLES FOR COMPITTM
mental and control groups were
April 1983, 62 pages
admini 'lred a classroom chore-
No longer available as a technical report.
scheduling planning task; process and
ERIC ED249921
product measures of planning skill
revealed no benefits for students doing
(TR-23) CLASSROOM SOFTWARE
Logo programming. In the second year, a
FOR THE INFORMATION AGE
microcomputer version of this task was
Karen Sheingold, Jan Hawkins,
implemented in which students gave
and D. Midian Kui-iand
commands to a robot to carry out the
November 1983, 9 pages
chores, and similar assessments of
No longer available as a technical report.
planning performances were collected
ERIC ED249933
on-line. Again, learning to program did
not differentiate experimental from
(TR-24) COMPUTERS AND GIRLS:
control group performances. Further tests
RETHINKING THE ISSUES
of the programming transfer hypothesis
Jan Hawkins
are proposed.
April 1984, 19 pages
No longer available as a technical report.
(TR-18) ON THE COGNITIVE
Published in Journal of Sex Roles, 1985,
PREREQUISITES OF
13, 165-180.
LEARNING COMPUTER
ERIC ED249922
PROGRAMMING
Roy D. Pea and D. Mkian
(TR-25) FUNCTIONAL
Kurlan d
ENVIRONMENTS FOR
June 1983, 91 pages
MICROCOMPUTERS IN
No longer available as a technical report.
EDUCATION
ERIC ED249931
Denis Newman
May 1984, 12 pages
(TR-19) STRUCTURED INTERVflWS
No longer available as a technical report.
ON CHILDREN'S
Published in R. D. Pea & K. Sheingold
CONCEPTIONS OF
(Eds.), Mirrors of minds: Patterns of ex-
COMPUTERS
perience in educational computing.
Ronald Mawby, Catherine A.
Norwood, NJ: Ablex, 1987.
Clement, Roy D. Pea, and Jan
ERIC ED253195
Hawkins
February 1984, 38 pages
(TR-26) THE MICROCOMPUTER AS A
ERIC-ED2499321
MEDIUM FOR YOUNG
This paper discusses in-depth structured
CHILDREN
interviews with 8- to 9-year-old and 11- to
Karen She:ngold
12-year-old students conducted before
May 1984, 13 pages
and after a year-long discovery-learn-
No longer available as a !ochnical report.
ing exposure to Logo in the classroom.
PuNished as: The microcomputer as a
The interviews explored children's con-
symbolic medium. In P. F. Campbell &
ceptions of what computers are used for,
G. G. Fein (Eds.), Microcomputers in
the parts of the computer and how they
early education: Conceptualizing the is-
work, the computer's role in problem
sues. Reston, VA: Reston Publishing,
solving, what people must know to use
1986.
computers, and the relation between corn-
ERIC ED249923
research papers: Mapping the cognitive
TR-27) 'TM THE THINKIBT, YOU'RE
demands of learning to program by
THE TYPIST': THE
Kurland, Clement, Manby, & Pea; The
INTERACTION OF
development of programming expertise
TECHNOLOGY AND THE
in adults and children by Kurland,
SOCIAL LIFE OF CLASSROOMS
Mawby, & Cahir; Issues and problems in
Karen Sheingold, Jan Hawkins,
staying transfer effects of program-
and Cynthia Char
ming by Ehrlich, Abbott, Salter, Soloway;
June 1984, 14 pages
What will it take to learn thinking
No longer available as a technical report.
skills through computer programming by
Published in Journal of Social Issues,
Pea; and Making programming instruc-
1984, 40(3), 49-62.
tion cognitively demanding: An inter-
ERIC ED249924
vention study by Dalby, Tournaire,
Linn; as well as an introduction by D.
(TR-28) INFORMATION
Midian Kurland and a discussion by Jan
MANAGEMENT TOOLS FOR
Hawkins.
CLASSROOMS: EXPLORING
DATABASE MANAGEMENT
(TR-30) TOWARD COGNITWE
SYSTEMS
TECHNOLOGIES FOR
Carla Freeman, Jan Hawkins,
WRITING
and Cynthia Char
Roy D. Pea and D. Midian
July 1984, 30 pages
Kurland
ERIC ED249925
December 1984, 47 pages
Using the computer as a tool for informa-
[To appear in Review of Research
tion handling presents rich educational
in Educatinn, 13.1
possibilities. This paper discusses our
investigation of eight elementary and
ERIC ED25P.560
Writers of diverse skill levels are writ-
junior high schools using database man-
ing with computers, and many children
agement systems (DBMS) with students
have begun to write with a keyboard be-
in several curricular areas. The applica-
fore touching pencil and paper. Clearly,
tion of this kind of tool software leads to
the practice of writing in schools and ev-
interesting insights about the ways in
eryday work settings is changing in
which children learn to make sense of
fundamental ways. This paper is a syn-
and use information. Two cm?, studies
thesis of some of the ideas and issues
are included to provide a vivid account of
pertaining to research on the develop-
(1) the school settings for such computer
ment of writing skills and on creating
use; (2) teachers' goals for database ac-
new technologies for writing. The paper
tivities; ,'3) the specific activities they en-
draws attention to the fundamental is-
gaged the children in; (4) the difficulties
sues that both researchers and software
they had in using the software; and (5)
designers must address if the next gen-
some overall interpretations concerning
eration of writing tools is to be qualita-
the effectiveness of DBMs as educational
tively better than what is available today.
tools.
(TR-31) LANGUAGE-1NDEPENDENT
(TR-29) DEVELOPMENTAL STUDIES
CONCEPTUAL 'BUGS" IN
OF COMPUTER
NOVICE PROGRAMING
PROGRAMMING SKIIIS
Roy D. Pea
Edited by D. Midian Kurland
Demnber 1984, 12 pages
October 1984, 131 pages
ERIC ED319373
ERIC ED257441
Thin paper argues for the existence of per-
This is a collection of papers presented at
sistent conceptual "bugs" in how novices
the 1984 AERA Symposium entiaed
program and understand preg,rams.
"Developmental Studiei of Computer
These bugs are act specific to a given pro-
Programming." The report includes fin:,
4
perience in educational computing.
gramming language, but appear to be
Norwood, NJ: Able; 1987.
language-independent. Furthermore,
such bugs occur for novices from primary
ERIC ED257452
school to college age. Three different
classes of bugs--parallelism, intention-
(TR-35) THE BEGINNING OF A
ality, and egocentrism--are identified,
STORY: COMPUTERS AND
and exemplified through student errors.
THE ORGANIZATION OF
LEARNING IN CLASSROOMS
It is suggested that these classes of
Jan Hawkins and Karen
conceptual bugs are rooted in a
Sheingold
"superbug," the default strategy that there
is a hidden mind somewhere in the pro-
May 1985, 21 pages
No longer available as a technical report.
gramming language that has intelligent
Published in J. Culbertson L L. L.
interpretive powers,
Cunningham (Eds.), Microcomputers in
education (pp. 40-58). Chicago:
(TR-32) INTEGRATING HUMAN AND
University of Chicago Press, 1986.
COMPUTER INTELLIGENCE
Roy D. Pea
(TR-36) PREPARING URBAN
December 1984, 25 pages
TEACHERS FOR THE
No longer available as a technical report.
Published in E. Klein (Ed.), Children
TECHNOLOGICAL FUTURE
Karen Sheingold, Laura M. W.
and computers: New directions for child
Martin, and Mari Endreweit
development (No. 28). San Francisco:
Jossey-Bass, 1985.
October 1985, 26 pages
No longer available as a technical report.
ERIC ED257449
Published in R. D. Pea & K. Sheingold
(Eds.), Mirrors of minds: Patterns of ex-
(TR-33) PAH= PROBLEM SOLVING
perience in educational computing.
IN A COMPUTER CONTEXT
Norwood, NJ: Ablex, 1987.
Jan Hawkins, Moni Homolsky,
and Peggy Heide
(TR-37) COGNITWE TECHNOLOGIES
December 1984, 8 pages
FOR MATHEMATICS
ERIC ED258551
EDUCATION
Collaborative work arrangements are
Roy D. Pea
common features of people's lives. In this
March 1986, 37 pages
paper, the general nature of collabcrative
work in classrooms is discussed. This
ERIC ED295791
This paper develops, first, an historical
framework is applied to the interpretation
perspective or roles for cognitive tech-
of a study which examined how pairs of
nologies in thinking as reorganizers
children worked together to solve com-
rather than amplifiers of mind. It is in
puter programming problems in the Logo
this context, it is suggested, that we can
language. The children's collaborative
best understand the transformational
work when they were first learning Logo
roles of advanced technologies for math-
was compared with their work on a simi-
ematical thinking and education, and
lar though more difficult set of problems
thereby contribute productively to re-
after a year's experience with Logo.
search and practice on computers in
mathematics education. Computers are
(TR-34) THE INTERPRETATION OF
doing far more than making it easier to
LOGO IN PRACTICE
do what we are doing. It is in terms of this
Jan Hawkins
historical context that the drastic refor-
March 1985, 35 pages
mulations of aims and methods of math-
No longer available as a technical report.
ematics education computers have
Published in R. D. Pea & K. Sheingold
wrought makes sense. A heuristic taxon-
(Eds.), Mirrors of minds: Patterns of ex-
omy of seven functions that mathematics
(TR-40) TEACHERS' ADOPTION OF
educational technologies can serve to
MULTIMEDIA
promote the aims of mathematical think-
TECHNOLOGIES FOR SCIENCE
ing is then proposed. Two types of func-
AND MATHEMATICS
tions are distinguished: purpose func-
INSTRUCTION
tions that may affect whether students
Laura M. W. Martin
choose to think mathematically; and pro-
June 1986, 25 pages
cess functions that may support the com-
No longer available as a technical report.
ponent mental activities of mathematical.
Published in R. D. Pea & K. Sheingold
thinking. It is hoped that the functions
(Eds.), Mirrors of minds: Patterns of ex-
distinguished with these two categories
perience in educational computing.
express transcendent features of cogni-
Norwood, NJ: Ablex, 1987.
tive technologies helpful for students
learning to think mathematically, and
ERIC ED297708
that they can be used retroactively to
(TR-41) GETTING THE PKITURE:
assess existing software, and proactively
FOUR CLASSROOM CASE
to guide software development efforts.
STUDIES OF VIDEODISC USE
IN SCHOOLS
(TR-38) BEYOND AMPLIFICATION:
Cynthia Char and William Tally
USING ME COMPUTER TO
November 1986, 36 pages
REORGANIZE MENTAL
ERIC ED297709
FUNCTIONING
This paper presents findings from an
Roy D. Pea
intensive classroom-based study inves-
March 1986, 32 pages
tigating the potential promise and chal-
No longer available as a technical report.
lenge in integrating videodisc technol-
PublisiNei in Educational Psychologist,
ogy into schools. The research involved
1985, 20,
four elementary and middle-school
ERIC ED297706
teachers during the early implementa-
tion phases of incorporating archival
(TR-39) DESIGN OPTIONS FOR
videodiscs into their art and science
INTERACTIVE VIDEODISC: A
classrooms. We discuss, among other
REVIEW AND ANALYSIS
things, multiple models of videodisc use,
Cynthia A. Char and Denis
the potential of videodiscs for teaching
Newman
and learning as an alternative to more
April 1986, 18 pages
traditional media, and the role of teach-
ERIC ED297707
ers in incorporating videodisc technol-
More than 30 interactive videodiscs are
ogy into schools. Also discussed are the
reviewed to illustrate ways in which de-
implications of the research for videodisc
signers can make use of the unique
design and development.
potential of the medium for children's
education. Analyses of discs that are
(TR-42) CHILDREN'S USE OF THE
controlled directly by the videodisc
UNIQUE FEATURES OF
player (level 1) and discs that are con-
INTERAcnvE VIDEODISCS
trolled by an external computer (level 3)
William Tally and Cynthia Char
indicate a wide range of options which
January 1987, 19 pages
are often underutilized. Making the most
ERIC ED319375
of the medium involves a mixture of mo-
An exploratory study was conducted of
tion video, still frames, and text with
children's interactions with a level 1
each format being used to support the
(noncomputer controlled) videodisc sys-
others.
tem, focusing on their use of the
medium's novel features (two indepen-
dent sound tracks, freeze frame capabil-
ity, variable play speed, variable direc-
tion of play, and frame-accurate search-
9
nature of the design as well as with the
ing). Researchers observed pairs of 9-
design process itself. In this experimen-
and 10-year-old children interacting
tal vein, we have attempted to incorporate
with two videodiscs designed for home
many interactive learning formats into
entertainment that encouraged use of
the Palenque disc. At the core, Palenque
these features. Outcomes indicated that
is a database that includes information
elementary-aged children are well able
stored in a variety of formats (graphics,
to exploit the flexibility and control of-
text, slides, narration, motion video,
fered by the medium in order to learn and
sounds), Vaich has been r.rganized to
have fun. Results are discussed in terms
foster browsing rather than key word
of the children's ability to initially grasp
searching. Palenque alsa has elements
the natuie of the videodisc features, to use
of simulations, virtual travel, museum
them in relation to particular game and
exhibits, interactive games and books,
learning goals, and to invent games that
and linear television narratives, all ac-
are not explicitly part of the disc design.
eessible via an intuitively simple inter-
face. The unique demands of our goals,
(TR-43) LOCAL AND LONG DISTANCE
target audience, learning philosophy,
COMPUTER NETWORKING
ihoice of maaium, and formative re-
FOR SCIENCE CLASSROOMS
search tradition have all influenced the
Denis Newman
nature of our design and development de-
February 1987, 9 pages
cisions.
ERIC ED319376
This paper reports formative and design
aR-45) TEACHING TECHNOLOGY:
research for the Earth Lab project, which
i:REATING ENVIRONMENTS
integrates local and long-distance com-
FOR CHANCE
puter-mediated communicai,ion for ele-
Margaret A. Honey, Laura M.
mentary science. A communication
W. Martin, and Shari Robinson
system is developed which, because it is
October 1987, 10 pages
based on the same word processing sys-
ERIC ED319378
tem, simplifies access to communica-
This paper presents some of the lessons
Local communication activities
tions.
that media designers and researchers
are developed which require more teinpc-
learned from observing teachers using
ral coordination than is possible in long-
the first season The Voyage of the Mimi
distance contexts.
materials, a multimedia science and
mathematics program for children. The
(TR-44) THE PALENQUE OPTICAL
application of that information te the ue-
DISC PRUI(YTYPE: DESIGN OF
sign of learning modules accompanying
MULTIMEDIA EXPERIENCES
The Second Voyage of the Mimi is de-
FOR EDUCATION AND
scribed, particularly the design of the
ENTERTAINMENT IN A
Maya Math software module, which at-
NONTRADITIONAL
tempts to incorporate an explicit structure
LEARNING CONTEXT
to facilitate the practice of discovery-
Kathleen S. Wilson
based learning. A field test study of the
May 1987, 15 pages
module is discussed.
ERIC ED319377
Palenque is an interactive, multimedia,
(TR-46) MICROWORLDS TO
optical disc research prototype which has
MACROWORLDS:
been developed for home use by 8- to 12-
CONCEPTUAL TRANSFER
year-old children and their families. It
AND ACTIVITY SETTING
varies in several ways from interactive
Laura M. W. Martin, Maxine
videodiscs with more traditional instruc-
Shirley, and Mary McGinnis
tional design principles. Since the pro-
December 1987, 11 pages
ject is a research and development effort
ERIC ED319379
rather than a product development effort,
we have been able to experiment with the
1 0