One Point of View: Computer Training for Elementary School Teachers and Elementary School Computer Specialists

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<ul><li><p>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 .Accessed: 15/06/2014 22:14</p><p>Your use of the JSTOR archive indicates your acceptance of the Terms &amp; Conditions of Use, available at .http://www.jstor.org/page/info/about/policies/terms.jsp</p><p> .JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range ofcontent in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new formsof scholarship. For more information about JSTOR, please contact support@jstor.org.</p><p> .</p><p>National Council of Teachers of Mathematics is collaborating with JSTOR to digitize, preserve and extendaccess to The Arithmetic Teacher.</p><p>http://www.jstor.org </p><p>This content downloaded from 185.44.77.28 on Sun, 15 Jun 2014 22:14:04 PMAll use subject to JSTOR Terms and Conditions</p><p>http://www.jstor.org/action/showPublisher?publisherCode=nctmhttp://www.jstor.org/stable/41192619?origin=JSTOR-pdfhttp://www.jstor.org/page/info/about/policies/terms.jsphttp://www.jstor.org/page/info/about/policies/terms.jsp</p></li><li><p>One Point oF X7icco </p><p>Computer Training for Elementary School Teachers </p><p>and Elementary School Computer Specialists </p><p>By A. Richard Polis, Beaver College, Glenside, PA 19038 </p><p>dB </p></li><li><p>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." </p><p>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. </p><p>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 </p><p>Arithmetic Teacher </p><p>RAFFI SINGS FOR THE </p><p>SAME REASONS YOU TEACH. </p><p>You became a teacher because of your love, respect and dedication, raffi became a singer of children's songs for the same reasons. </p><p>In Canada, where raffi's records are recommended material in preschool to 3rd grade curriculum guidelines, he has sold close to a million albums; the kids and parents flock to his concerts and he is a sought after keynote presenter at A.E.Y.C. conferences throughout the U.S., but his biggest reward is the same as yours, watching the children respond, rafffs melodies are enchanting. His lyrics teach without lecturing, captivate without preaching. </p><p>raffi sings to children, not down to them; with them, not apart from them. He sings with a freshness, love and respect they feel naturally. You'll feel it too. Just watch their faces. </p><p>Introduce yourself to raffi by sending away for a free sampler. </p><p>Please send my free raffi sampler to the address below. </p><p>Name : </p><p>Address </p><p>School (if applicable) </p><p>Grade Level (if applicable) </p><p>Mail to: Director of Children's Marketing A&amp;M Records, 1416 N. La Brea Ave., Hollywood, CA 90028 </p><p>3 </p><p>This content downloaded from 185.44.77.28 on Sun, 15 Jun 2014 22:14:04 PMAll use subject to JSTOR Terms and Conditions</p><p>http://www.jstor.org/page/info/about/policies/terms.jsp</p><p>Article Contentsp. 2p. 3</p><p>Issue Table of ContentsThe Arithmetic Teacher, Vol. 32, No. 8 (April 1985), pp. 1-60Front MatterOne Point of View: Computer Training for Elementary School Teachers and Elementary School Computer Specialists [pp. 2-3]Readers' Dialogue [pp. 4, 6]Let's Do ItLearning about Rulers and Measuring [pp. 8-12]</p><p>From the File [pp. 12-12]The Impact of Computing Technology on School Mathematics: Report of an NCTM Conference [pp. 14-18, 60]Eighth-Grade Mathematics in U. S. Schools: A Report from the Second International Mathematics Study [pp. 20-26]From the File [pp. 26-26]Ideas [pp. 27-32]What's Going On [pp. 33-33]Problem Solving: Tips For Teachers [pp. 34-35]Pentagonal Patterns in the Addition Table [pp. 36-38]Research ReportIndividualized or Cooperative Learning [pp. 39-39]</p><p>Computer Corner [pp. 40-41]Up Fractions! Up n/m! [pp. 42-43]Reviewing and ViewingComputer MaterialsReview: untitled [pp. 44-44]Review: untitled [pp. 44-44]Review: untitled [pp. 44-45]Review: untitled [pp. 45-45]Review: untitled [pp. 45-46]Review: untitled [pp. 46-46]Review: untitled [pp. 46-47]Review: untitled [pp. 47-47]</p><p>New Books for PupilsReview: untitled [pp. 47-47]Review: untitled [pp. 47-48]Review: untitled [pp. 48-48]</p><p>New Books for TeachersReview: untitled [pp. 48-48]Review: untitled [pp. 48-49]Review: untitled [pp. 49-49]Review: untitled [pp. 49-49]Review: untitled [pp. 50-50]Review: untitled [pp. 50-50]Review: untitled [pp. 50-50]</p><p>EtceteraReview: untitled [pp. 50-50]Review: untitled [pp. 51-51]</p><p>From the File [pp. 51-51]Officers, Directors, Committees, and Representatives, 1984-85, Supplemental List [pp. 52-52]NCTM Affiliated Group Officers [pp. 52-60]Back Matter</p></li></ul>

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