ERIC Number: ED034421
Record Type: RIE
Publication Date: 1969
Reference Count: 0
Stanford Program in Computer-Assisted Instruction for the Period January 1, 1969 to March 31, 1969. Progress Report.
Stanford Univ., CA. Inst. for Mathematical Studies in Social Science.
Work continued on the revision of strands for the Drill-and-Practice Mathematics Program. Use of the system at schools in California, Kentucky, Mississippi, Washington, D.C., and at Tennessee A. and I. University was reviewed. Data analysis of all problems presented to California students was performed to determine possible areas for improvement. Progress in the Drill-and-Practice Reading Program involved efforts to make the curriculum machine-readable by recording audio messages in digitized form and development of a preprocessor program. A teacher's manual was prepared for the program. Eighty-five second-year computer-assisted instruction (CAI) Russian lessons have been completed, but delays in the implementation of the PDP-10 system slowed other progress. A preliminary instructional system for teaching programing languages was completed, consisting of a lesson coding language and a set of programs designed to interpret lesson material written in the lesson coding language. Curriculum development and implementation of the SIMPER and LOGO programs in CAI programing continued. Efforts were made to get the PDP-10 system operational and improve other equipment. The future plans for each of these projects are outlined. [Not available in hard copy due to marginal legibility of original document.] (JY)
Descriptors: Computer Assisted Instruction, Computer Programs, Elementary School Mathematics, Language Instruction, Mathematics Instruction, Mathematics Materials, Program Descriptions, Program Development, Programed Instruction, Programed Instructional Materials, Programers, Programing, Programing Languages, Publications, Reading Instruction, Russian
Institute for Mathematical Studies in the Social Sciences, Stanford University, Stanford, Calif. 94305
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC.
Authoring Institution: Stanford Univ., CA. Inst. for Mathematical Studies in Social Science.
Identifiers: Institute for Mathematical Studies in Soc Scis CA; Stanford Brentwood CAI Project