David C. Rine

Competency in computer instruction in Illinois Public Schools

Competency In Computer Instruction In Illinois Public Schools. Very few states have developed certification requirements for public school teachers of digital computing. Therefore it is not surprising that elementary and secondary school teachers have received limited computer training. This paper describes a series of workshops to be offered at Western Illinois University during 1979 leading to a “certificate of competency” for Illinois public school teachers. These workshops are designed to provide teachers and administrators with an introduction to the computing field. Topics will include computer literacy, instructional applications and techniques of digital computing, and teaching strategies and methods used in the instruction of computing within the public school environment.

The Software Engineering Subject Area

Besides being a generalist skilled in interpersonal communication, problem-solving, computer science fundamentals, and management and economic techniques, a computer professional also needs basic training in digital logic, organization, architecture, operating systems, data structures, file and data base systems, programming languages and translator writing systems, programming systems and methodologies, and applications and theoretical considerations. This is a large order indeed, but it is the sort of graduate that our universities must turn out if they are to meet the needs of business and industry.

Advanced placement program in computer science(Panel Session)

The Advanced Placement Program in Computer Science will be discussed by members of the development group. The presentation will be geared to both high school and college level educators. Steven J. Garland, Chairman The content of the Advanced Placement course and the information that was used to put the course together will be presented. Alternative outlines will be discussed as well as long-range plans for the future. David C. Rine, Chief Reader Suggestions on facilities needed to support the Advanced Placement in Computer Science course, and preparations for teachers of the course, will be presented. Standards, teacher training, and the Advanced Placement Examination will be discussed. J.R. Jefferson Wadkins The role played by the College Board and Educational Testing Service in the development of Advanced Placement courses and examinations, as well as ways in which the College Board and Educational Testing Service assist high schools and colleges with courses and examinations, will be presented. Available materials and information from the College Board and Educational Testing Service will be discussed.

A study of personal computing in education

This paper summarizes a study which was made by the authors on the various roles of personal computing in early education, college education and continued education of the individual. The role of personal computing in continued education is decomposed into its specific roles in the re-education of business persons (especially small businesses), of computer professionals, and of educators and other users of personal computing. It is pointed out that among many professional societies today, as well as within the total education of the individual, personal computing is an essential topic of national and international concern.

Workshop Report Computer Science, Engineering and Data Processing Curricula

Colleges and universities seek to respond to the manpower needs of industry, business, and government through continuing reappraisal of computer education. Reappraisal was the unifying theme at the Fourth Joint College Curricula Workshop in Computer Science, Engineering, and Data Processing. Nearly 100 educators considered course content, model curricula, instructional materials and methods, two-and four- year program articulation, and employer needs. The workshop, held February 2-4, 1978, in Orlando, Florida, also provided sessions dealing with the use of microcomputers and top-down programming methodology in community college computer education.

Applying computer science and engineering to pre-college grades (elementary and secondary) education

Abstract This paper focuses on four areas of pre-college computer education. The first area deals with goals, foundations and requirements for pre-college computer curriculum that can be taught to pre-service computer teachers in a college or university program, including issues and policies. The second area deals with curriculum content that covers computer literacy and computer science. The third area deals with three levels of any pre-college computer curriculum: 1) policies, issues, requirements and instructional needs; 2) standards, models and instructional systems; 3) implementations, hardware, software, producers and users. And the fourth area deals with considerations of the various pre-college age groups, which can be divided in many ways: kindergarten, elementary grade levels, junior high, middle school, intermediate, senior high school and so forth.

Planning computer literacy evaluations and lasting changes in introductory computer instruction programs

Abstract This paper presents four major issues associated with computer literacy: (1) societal effects brought on by the attitudes of tomorrows worker and todays student; (2) problems associated with computerizing industries in underdeveloped countries; (3) techniques for maintaining worker productivity in computerized industries; and (4) computers and the future of literacy. Current problems are identified, and possible solutions are reported.

SOME SYSTEMS FOR MODELING COMPUTER SECURITY REQUIREMENTS

This paper presents four models of use in analyzing a systems security requirements in the abstract. A discussion of relations between security and information bindings is included, and a number of features for study are outlined.

Personal computing: An adventure of the mind.

“A National Educational TV Series at Pre-College Level for Personal Computing and Computer Literacy”, David C. Rine, Western Illinois University. Under grants from the IEEE Computer Society, The Johns Hopkins University, Radio Shack and other agencies, the International Instructional TV Cooperative, source of instructional TV materials to all educational TV networks nation-wide and internationally, has finished and is marketing the implementation of a six-course national educational TV series aimed at the pre-college level in the area of personal computing and computer literacy. The name of the project is “Personal Computing: An Adventure of the Mind”. The objectives of this new series are to illustrate the uses of personal computing, to demonstrate the interface of humans and machines, to identify the fundamentals of communication in personal computing, and to motivate students to be innovative in their own applications of personal computing. Since the personal computer is viewed by many as a mind multiplier, a further objective of this educational TV series is to greatly increase the number of minds that can be multiplied, by taking Personal Computing to millions of children in classrooms across the country. Education and informational programs are closely allied in that both attempt to communicate facts, concepts, and ideas. Both need to be designed with specific objectives in mind. Some of the objectives to be discussed are both attitudinal and informational in nature; that is, they deal with feelings as well as facts. The underlying thrust throughout is that . . . LEARNING CAN BE FUN!

Curricula in computer science and engineering: needs and alternatives

This paper offers a brief review and survey which includes the following curricula: (1) A Curriculum in Computer Science and Engineering, The IEEE Computer Society (1977); (2) Curriculum Recommendations for the Undergraduate Program in Computer Science, The ACM (1977); (3) Curriculum Recommendations and Guidelines for the Community and Junior College Career Program in Computer Programming, The ACM (1977); (4) Guidelines for IEEE EE and Ad Hoc Visitors on ECPD Accreditation Teams, Computer Science and Engineering Programs, IEEE/ECPD (1977); (5) The Computer in the Engineering Curriculum- CoED/ASEE(1977); (6) Special Interest Group on Software Engineering Education, SIGSOFT/ACM. A brief outline of some of the future requirements in the following areas is also given: (1) Continuing Education; (2) Computer-oriented business and engineering education; (3) maintaining up-to-date facilities.