Computers in education

One of the most important advantages of computers in education is the capacity of software to adjust the pace or nature of activities on the basis of input from the student. Tutorial or drill and practice programs available today do in fact make some adjustments based upon student responses. These programs are... 

Ranky, P. G., Interactive 3D multimedia cases for engineering education with Internet support, ASEE, American Society of Engineering Educators, paper presented at the U.S. National Meeting, Computers in Education Division, Nashville, TN, June 2003. 

Cutts, Q., A. Carbone, and K. van Haaster (2004) Using an electronic voting system to promote active reflection on coursework feedback. Proceedings of the International Conference on Computers in Education, Melbourne, Australia, November 30-December 3,2004. 

These remarks raise several questions. Shall we continue to push the computer aggressively into the instruction of chemical engineering courses Who will create the educational software—faculty, software companies, or a collaboration of professional consultants with faculty If we make this aggressive push, how will we deal with the constant evolution of hardware and software systems These are the challenges to using the computer in education. I am interested in finding out what others have experienced. 

The novelty of computer use may have been sufficient to maintain students interest in the early days of the use of computers in education. However, the more widespread use of computers demands that greater consideration be given to factors that will positively influence students attitudes towards using the computer as a tool for learning. 

We have worked on two completely different approaches of the use of computers in education. Our conviction now is that we need deeper work in the two ways. But it is possible now to consider the role of each approach in education. As claimed by S. Ohlsson in his chapter in this book, education of pupils imposes acquisition of "concepts and "procedures". Our feeling is that ITS fit better for teach procedures and micro-worlds are more suitable for learning concepts. So the two approaches must be used in a complementary way and it is a good cooperation between them which can allow the best success. 

Bonnet A., Cordier M.O., Kayser D., An ICAI system for teaching derivatives in mathematics, In Computers in Education, R. LEWIS and D. TAGG (eds), North-Holland 1981. 

Rellier C. Ordinateur instrument de mesure et de reprdsentation, 5th annual cortference on computers in education, Montreal, 18-20 nov 1987. groupe EVARISTE-CNAM, PARIS, France. 1987. 

Benefits of Cloud Computing in Education During Disaster... 

Computing in Education [Hi-ce] (http // www.hi-ce.org). The software uses three basic components objects, the actual physical entities of the phenomenon under study variables, either qualitative or quantitative descriptions of the objects and relationships that describe how variables affect one another (Jackson, Krajcik Soloway, 2000). To support students in model construction, Model-It scaffolds the learner in transitioning from what s/he already knows of the world to building a computerized model representation. The process of modelling the pond ecosystem consisted of identification of critical objects, variables, and relationships. The final task involved identifying the correct causal assumptions. (See Figure 1 for a screenshot of the Model-It software.)... 

Pai, D. Kelkar, A. Layton, R. Schulz, M. Duim, D. Owusu-Ofori, S. Vertical Integration of the Undergraduate Learning Experience, 1998 ASEE Computers in Education Conference. www.eng.uc.edu/nanocourses/... 

Ribando, R.J. An excel/visual basic for applications (VBA) primer, Computers in Education Journal, VIII(2) 38-43, April-June 1998 [A version of this article updated for Excel 2007]. 

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