ERIC Number: ED292689
Record Type: RIE
Publication Date: 1987
Reference Count: N/A
Computers: The New Classroom Aid.
Killoran, James, Ed.; And Others
ATSS/UFT Journal, v43 n1 Spr 1987
The articles in this journal issue describe various aspects of the computer revolution's impact on social studies teaching. The first two articles address the theoretical background of computer implementation in social studies classrooms. Robert Consigli and Mark Jarrett describe how the computer should be used in "The Social Studies Revolution and the Computer Revolution," while Charles White compares social studies education and instructional computer technology in "Computers in Social Studies: An Overview." Four articles discuss specific computer classroom applications. Hazel Greenberg, in "What's Next for 'Next Step,'" describes word processing projects, and Frank Melia explains developing writing skills in "Writing in a Social Studies Computer Lab." In "Using a Database to Investigate the Presidency: Meet the Presidents," Michael Yaeger describes a "presidential research project," while James Killoran reports on a learning activity using a spreadsheet program, in "What If ...?" Two articles provide ideas for non-teaching computer applications. Richard Germundsen illustrates how teachers might reduce record-keeping tasks in "Could a Computerized Gradebook System Help You?" and Patricia Hanham tells how paperwork can be facilitated in "Using the Computer for Classroom Management." (JHP)
Descriptors: Classroom Techniques, Classrooms, Computer Assisted Instruction, Computer Managed Instruction, Computer Oriented Programs, Computer Uses in Education, Computers, Educational Technology, Elementary Secondary Education, Individualized Instruction, Instructional Systems, Programed Instruction, Social Studies, Teaching Machines
ATSS/UFT Journal, United Federation of Teachers, 260 Park Avenue South, New York, NY 10010.
Publication Type: Collected Works - Serials; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: Association of Teachers of Social Studies, New York, NY.; United Federation of Teachers, New York, NY.