Informatics and Changes in Learning: Proceedings of the IFIP TC3/WG3.1/WG3.5 Open Conference, Gmunden, Austria, 7-11 June 1993(v. A-34 IFIP Transactions A: Computer Science and Technology)

Since 1983, significant changes in learning have been predicted, based on the increased availability of interactive and dynamic information processing tools. This work focuses on the degree to which these predictions have become reality; examines their effects; and explores potential future trends. The major themes under consideration include: changes in society affecting learning; equity in learning; flexible learning environments; interactive learning and the changing role of teachers; learning about dynamic systems; and policies for change.

Table of Contents:
Themes, Issues and Insights. (D.C. Johnson, B. Samways). Part 1 Keynote Presentations: Personal reflections on informatics in education (B. Sendov). Education and informatics - from discovery to maturity (T.J. van Weert). Psychological aspects of changes in learning supported by informatics (E. De Corte). Training teachers for new technology in schools (D. Harkins). Some examples of the use of computing in French schools (D. Mouchene). Seven years later - computers in schools, once again (J. Weizenbaum). Part 2 Early Experiences in Informatics: Thomash the Clown's Circus - order in action in picture languages (A. Blaho. I. Kalas). lnformatics games for developing children's thinking ability (K. Farkas). Computer science in elementary and secondary schools (V.K. Proulx). Telecommunication in elementary social studies (I. Varma, P.K. Varma). Part 3 Impact within School Subjects: Innovations in mathematics education through spreadsheets (D.E. Arganbright). Lego and logo, time and space (J. Cesar, M. Sittler). Computer-assisted teaching and learning of languages in French secondary schools - some changes in learning (P. Frath). Technology focuses the mathematics curriculum on higher level thinking skills (M.L. Niess). Learning about dynamic biological systems - a simulation and modelling approach (J. Wedekind). Part 4 The New Technologies: America's restructured schools begin training global citizens (J.B. Hillberry). Facilitating changes in learning with electronic communications (P. Nicholson). On the integration of multimedia applications in education (F.R. Tarrago, F.V. Santallusia, J.V. Marti). Computers and learning - the implications of interactive technologies (B.D. Thurber, J. Pope). The use of information technology to support information access in research (D. Squires). Part 5 Classroom Pedagogy and Pupils: A co-operative environment for learning - the computer classroom (H. Azinian). The interaction between teacher and computer in elementary education (B. Durell). Informatics and changes in learning - the American dilemma - opposing epistemological perspectives and unanswered questions (G. Marshall). Attitudes toward courseware as a function of high school students' creativity level (B. Offir, M.R. Golub, S. Cohen-Fridel). Students as hypermedia composers in a constructivist learning environment (S.V. Turner, V.M. Dipinto). Part 6 Teacher Training and Teachers: New information technologies - implications for significant changes in teacher education (M. Aston, S.Q. Fakhro). Integrating computers and curriculum in secondary education - a strategic approach (A.H. Galvis). The preparation of teachers to use information technology across the curriculum - a critique of the approaches in England and Wales (J. Mallatratt). Teacher training in informatics - analyzing the problems (I. Nikolova, R. Nikolov). Part contents.