One Point of View: Computer Training for Elementary School Teachers and ElementarySchool Computer SpecialistsAuthor(s): A. Richard PolisSource: The Arithmetic Teacher, Vol. 32, No. 8 (April 1985), pp. 2-3Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41192619 .

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One Point oF X7icco

Computer Training for Elementary School Teachers

and Elementary School Computer Specialists

By A. Richard Polis, Beaver College, Glenside, PA 19038

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Many mathematics educators and specialists believe that computer edu- cation at the undergraduate level should be concentrated in the mathe- matics and mathematics/education courses. However, the content in these courses is already crowded, and the prospective elementary school teacher still needs more mathematics than is currently taught. To add the necessary knowledge of computers to this overcrowded curriculum is un- wise for two reasons. First, it could dilute rather than enhance the mathe- matics training, and, second, comput- ers should be applied to all disci- plines. I believe that a general education in the use of the computer needs to be introduced first and that applications should then be integrated across the curriculum. This approach will allow and encourage teachers to use the computer as a tool in each of the elementary school subjects. This article recommends a program of computer education at the undergrad- uate level for elementary school teachers and elementary school com- puter specialists.

The elementary school teacher needs an outstanding education in the humanities and the social and natural sciences, as well as in the art and science of teaching. A broad liberal arts curriculum should provide the future elementary school teacher with

The Editorial Panel encourages readers to send their reactions to the author with copies to NCTM (1906 Association Drive, Reston, VA 22091) for consideration in "Readers' Dia- logue." Please double-space all letters that are to be considered for publication.

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the ability to think, make choices, evaluate, and solve problems and the motivation to continue as a lifelong learner. A portion of this education should include exposure to the tech- nology of the present and the future. How much time should be devoted to computer technology given the brief four-year curriculum of thirty-five to forty-five college courses?

We can divide computer education into three levels: awareness, literacy, and competence-fluency. Clearly, ev- ery teacher - whether it be the art teacher or the social studies teacher - should have an awareness of what computers are and what they can do. At this level the prospective teacher needs to conquer the fear of the com- puter and should learn about the his- tory of the computer as well as the present and future capabilities of hardware. The prospective teacher should have sufficient laboratory time to work directly on a microcomputer or should, on entrance to college, be encouraged to own a personal com- puter. Several colleges in the United States require students to own micro- computers and have purchased them at a price so low that almost every student can easily afford one. Requir- ing ownership makes a statement about the importance of the technolo- gy and allows for easy access without the frustration of waiting to use the college's computer.

Literacy requires that teachers be able to use and evaluate standard soft- ware, whereas competence-fluency requires that they be able to write and modify software. All teachers need to know what software is, how it can be used, and what criteria to apply in the

evaluation process. It would be ideal if all teachers could learn to modify and write their own software. In lieu of learning to program, a knowledge of PILOT would allow teachers to author their own software with little or no difficulty.

Every elementary school should have a well-designed curriculum that integrates the use of the computer in all subject areas, a reasonable amount of computer equipment, and at least one teacher who demonstrates com- petence-fluency in the field. This spe- cialist should be called on as a re- source person in each elementary school. Specialists should have a knowledge of computer languages, operating systems, and hardware and software, as well as the ability to design and modify software for teach- ers, help teachers to instruct children, and offer regular in-service training for teachers.

If all this knowledge can be inte- grated into the four-year curriculum for all students and particularly for prospective elementary school com- puter specialists, then teachers will immediately and naturally include the use of the computer as a tool in the elementary school. Finally, the way the teacher is taught to use the com- puter is crucial. This powerful tool can be used for solving problems bet- ter than any tool in our possession today, or it can be used for trivial exercises. The computer should not be used as a replacement for the workbook, rather, it should be used as a vehicle to help our children solve problems now and in the future.

Computer awareness can be com- pared to the knowledge of how an

April 1985

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automobile or a hammer is used and may include an understanding of how it works. One can easily understand the range of use and the capability of a tool without being able to use it. For many teachers this level may be suffi- cient. However, I believe that most teachers should be required to demon- strate a level described by many as "computer literacy."

The average person can drive a car and use a tape recorder, hammer, calculator, and so on. However, few people can repair a car or use the calculator to its utmost potential. To be literate one must have a keen awareness of the computer's capabili- ties, know when and how to use it, and be able to make judgments about the best uses for this tool. Literacy should include familiarity with a high- level language, as well as a knowledge of software and automated informa- tion systems. All teachers should know how to use the computer for word processing, filing, data search, and statistical analysis, as well as for problem solving. This knowledge might be accomplished in a course required of all college freshmen.

Level three, competence-fluency in the use of computer languages and operating systems, should be highly recommended for the elementary school teacher and be required of the elementary school specialist. Given the current state of the art and the languages used in schools, every teacher should be exposed to the lan- guages of Logo, BASIC, and Pascal. At the same time, competence-fluen- cy requires the ability to use several computer languages. I suggest Logo because of its successful use with young children and because of the ease with which it can be learned. BASIC is recommended because most current microcomputers seem to have BASIC built in. Pascal is an excellent choice because of its prob- lem-solving capabilities, structure, and current use in public schools and colleges. The elementary school teacher needs to be familiar with Pas- cal, but the specialist needs to have a thorough knowledge of the language, including the ability to write struc- tured programs and develop skills in problem solving, m

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