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Highlighting and illustrating several important and interesting
theoretical trends that have emerged in the continuing development
of instructional technology, this book's organizational framework
is based on the notion of two opposing camps. One evolves out of
the intelligent tutoring movement, which employs
artificial-intelligence technologies in the service of student
modeling and precision diagnosis, and the other emerges from a
constructivist/developmental perspective that promotes exploration
and social interaction, but tends to reject the methods and goals
of the student modelers. While the notion of opposing camps tends
to create an artificial rift between groups of researchers, it
represents a conceptual distinction that is inherently more
interesting and informative than the relatively meaningless divide
often drawn between "intelligent" and "unintelligent" instructional
systems.
An evident trend is that researchers in both "camps" view their
computer learning environments as "cognitive tools" that can
enhance learning, performance, and understanding. Cognitive tools
are objects provided by the instructional environment that allow
students to incorporate new auxiliary methods or symbols into their
social problem solving which otherwise would be unavailable. A
final section of the book represents researchers who are
assimilating and accommodating the wisdom and creativity of their
neighbors from both camps, perhaps forming the look of technology
for the future. When the idea of model tracing in a computer-based
environment is combined with appreciation for creative
mind-extension cognitive tools and for how a community of learners
can facilitate learning, a camp is created where AI technologists
and social constructivist learning theorists can feel equally at
home.
Richard Snow's research influenced many students and colleagues,
both directly through his findings and indirectly by inspiring
others to carry on the work. A cross-section of his influence is
represented in this special issue. The articles present several
themes in his work, including the importance of multivariate
considerations of individual differences, adapting instruction to
individual learners, a process understanding of aptitude, and an
enlarged role for spatial ability. Each paper picks up one of the
themes identified--trait complexes, ATIs, process analyses, and
spatial ability--and has a strong quantitative, empirical
foundation but is nested within appropriately complex theoretical
frameworks.
Since the publication of the first edition of "Computers as
Cognitive Tools" in 1993, rapid changes have taken place in the
uses of technology for educational purposes and in the theories
underlying such uses. Changes in perspectives on thinking and
learning are guiding the instructional design of computer-based
learning environments.
"Computers as Cognitive Tools, Volume II: No More Walls" provides
examples of state-of-the-art technology-based research in the field
of education and training. These examples are theory-driven and
reflect the learning paradigms that are currently in use in
cognitive science. The learning theories, which consider the nature
of individual learning, as well as how knowledge is constructed in
social situations, include information processing, constructivism,
and situativity. Contributors to this volume demonstrate some
variability in their choice of guiding learning paradigms. This
allows readers the opportunity to examine how such paradigms are
operationalized and validated.
An array of instructional and assessment approaches are described,
along with new techniques for automating the design and assessment
process. New considerations are offered as possibilities for
examining learning in distributed situations. A multitude of
subject matter areas are covered, including scientific reasoning
and inquiry in biology, physics, medicine, electricity, teacher
education, programming, and hypermedia composition in the social
sciences and ecology.
This volume reconsiders the initial camp analogy posited in 1993
edition of "Computers as Cognitive Tools," and presents a mechanism
for breaking camp to find new summits.
An issue in the current push for reform in mathematics education is
the call to address statistics at the precollege level. This volume
represents the emerging findings of an interdisciplinary
collaboration among a group of mathematics educators, cognitive
scientists, teachers, and statisticians to construct an
understanding of how to introduce statistics education and
assessment for students in elementary and secondary schools. A
premise shared by the contributors to this volume is that when
students are introduced to statistics at the K-12 level and
provided with opportunities to "do" statistics that are related to
actual life situations, they will be better prepared for decision
making in the real world.
The interdisciplinary nature of the group of researchers
stimulated a lively interchange of ideas for enhancing the
learning, teaching, and assessment of statistical understanding,
which is reflected in this volume. Mathematics educators contribute
their insights into how teachers teach mathematical ideas and
heighten our awareness of the ecological needs of the current
mathematics classroom. Cognitive scientists share their
understanding of developmental differences in learning and present
theoretical perspectives that contribute to the design of effective
learning environments. Classroom teachers share their ideas about
classroom activities and assessment of student learning, as well as
their concerns for in-service training and workshops to help
teachers acquire skills in this new content area. Statisticians
offer their understanding of what is feasible to teach in the early
grades, and what their view is of statistical literacy.
The book is organized around four interdependent themes: content,
teaching, learning, and assessment. By focusing their respective
chapters on particular themes, the authors intend to cultivate a
better understanding of how each relates to improvements in
statistics education. This is the first book to:
* address statistics learning in grades K-12,
* address issues of statistical curriculum content in grades K-12,
* address issues of assessment of statistics learning in grades
K-12,
* bring issues of technology instruction and assessment in
statistics education in grades K-12, and
* look at teacher education for statistics instruction in grades
K-12.
This is a must-read book for both practitioners and researchers
involved in K-12 mathematics education.
An issue in the current push for reform in mathematics education is
the call to address statistics at the precollege level. This volume
represents the emerging findings of an interdisciplinary
collaboration among a group of mathematics educators, cognitive
scientists, teachers, and statisticians to construct an
understanding of how to introduce statistics education and
assessment for students in elementary and secondary schools. A
premise shared by the contributors to this volume is that when
students are introduced to statistics at the K-12 level and
provided with opportunities to "do" statistics that are related to
actual life situations, they will be better prepared for decision
making in the real world.
The interdisciplinary nature of the group of researchers
stimulated a lively interchange of ideas for enhancing the
learning, teaching, and assessment of statistical understanding,
which is reflected in this volume. Mathematics educators contribute
their insights into how teachers teach mathematical ideas and
heighten our awareness of the ecological needs of the current
mathematics classroom. Cognitive scientists share their
understanding of developmental differences in learning and present
theoretical perspectives that contribute to the design of effective
learning environments. Classroom teachers share their ideas about
classroom activities and assessment of student learning, as well as
their concerns for in-service training and workshops to help
teachers acquire skills in this new content area. Statisticians
offer their understanding of what is feasible to teach in the early
grades, and what their view is of statistical literacy.
The book is organized around four interdependent themes: content,
teaching, learning, and assessment. By focusing their respective
chapters on particular themes, the authors intend to cultivate a
better understanding of how each relates to improvements in
statistics education. This is the first book to:
* address statistics learning in grades K-12,
* address issues of statistical curriculum content in grades K-12,
* address issues of assessment of statistics learning in grades
K-12,
* bring issues of technology instruction and assessment in
statistics education in grades K-12, and
* look at teacher education for statistics instruction in grades
K-12.
This is a must-read book for both practitioners and researchers
involved in K-12 mathematics education.
Highlighting and illustrating several important and interesting
theoretical trends that have emerged in the continuing development
of instructional technology, this book's organizational framework
is based on the notion of two opposing camps. One evolves out of
the intelligent tutoring movement, which employs
artificial-intelligence technologies in the service of student
modeling and precision diagnosis, and the other emerges from a
constructivist/developmental perspective that promotes exploration
and social interaction, but tends to reject the methods and goals
of the student modelers. While the notion of opposing camps tends
to create an artificial rift between groups of researchers, it
represents a conceptual distinction that is inherently more
interesting and informative than the relatively meaningless divide
often drawn between "intelligent" and "unintelligent" instructional
systems.
An evident trend is that researchers in both "camps" view their
computer learning environments as "cognitive tools" that can
enhance learning, performance, and understanding. Cognitive tools
are objects provided by the instructional environment that allow
students to incorporate new auxiliary methods or symbols into their
social problem solving which otherwise would be unavailable. A
final section of the book represents researchers who are
assimilating and accommodating the wisdom and creativity of their
neighbors from both camps, perhaps forming the look of technology
for the future. When the idea of model tracing in a computer-based
environment is combined with appreciation for creative
mind-extension cognitive tools and for how a community of learners
can facilitate learning, a camp is created where AI technologists
and social constructivist learning theorists can feel equally at
home.
Droughts and their management are a serious challenge to water
resource professionals. While droughts predominate in arid regions,
their frequency and severity in more temperate regions with more
abundant rainfall have been on the rise. Drought Management and
Planning for Water Resources provides an essential collection of
planning and management tools for minimizing the negative impacts
of droughts. Comprehensive and up-to-date, it covers water
conservation and reuse, conjunctive use and use of marginal
resources, desalination, deep groundwater extraction, optimization
modeling, and decision support systems.
With contributions from a prestigious international panel, the
book presents best management practices that maximize efficiency,
reliability, and economy while minimizing the potential for adverse
effects to the environment and human health. Providing appropriate
methodologies, the chapters discuss how conjunctive water use can
increase water availability in the developing world and what types
of conjunctive use schemes are the most promising. The book
examines the feasibility of a drought watch alert system and the
legal and administrative framework required. It also explores the
application of the Optimization Models and the Decision Support
Systems to the study of different water management alternatives
under drought conditions. Drought Management and Planning for Water
Resources delineates how to reduce drought effects through
pro-active vision, good management, and conjunctive use of water
sources.
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