Gary G. Bitter

Teaching Service-Oriented Computing and STEM Topics via Robotic Games

This paper proposes a new approach to teach the STEM (Science, Technology, Engineering, and Mathematics) knowledge informally via robotic games. In this approach, a robotic playground is built to provide a hands-on programming and playing experience with robots controlled by Service-Oriented Computing (SOC) software, which is based on a new approach that uses reusable services (components) with standard interfaces and platform-independent interoperability. Services in the repository are annotated with STEM knowledge to enforce the required contents. In this way, students can learn computing and STEM in an entertaining manner.

Training elementary mathematics teachers using interactive multimedia

Two studies were conducted wherein an interactive, multimedia-based instructional system was piloted with preservice elementary school teachers. Mathematics methods classes experienced conventional instruction with a new interactive technological-instructional system as supplemental course material. An analysis of interview data indicated that students were more likely to incorporate the knowledge they acquired from the system into their teaching repertoire. Many students thought that this mode of presentation enhanced their learning of mathematics teaching methods and their teaching in other fields.

Nationa Educational Technology Standards: Developing New Learning Environments for Today's Classrooms:

Goals 2000 launched the nation on a course of school improvement through a process that focuses on high standards for student perfor mance and development of local, state, and national plans for their achievement. Technology has been specifically identified as an area that must be addressed in these school improvement plans.

COMPUTING AND MATHEMATICS

The authors describe an instructional model for integrating the microcomputer into the mathematics curriculum. Development, understanding, higher order thinking, and applications are elements of the model. Software is identified for each category. The roles of telecommunications, spreadsheets, databases, graphics, and graphing in mathematics curriculum are discussed.

Techniques and Technology in Secondary School Mathematics

HE TERM &dquo;TECHNOLOGY&dquo; generally brings to mind the tangible products of scientific research such as answering machines and voice mail equipment, video equipment, calculators, computers, and satellites. The term should also bring to mind the new ways we work and play. Think about &dquo;technique&dquo; when you hear the term &dquo;technology.&dquo; Think of how the techniques of the activities you engage in have changed because of the products of technology we use. As edu-

Computer literacy cross the curriculum: a scope and sequence model

In recent years, there has been growing concern over whether U.S. schools are offering their students an education that is competitive with education offered in other countries. We hear that U.S. colleges and universities graduate a relatively small number of engineers each year, and this fact worries those who fear that the U.S. may not long remain competitive on the world market, which grows more technologically oriented each year. Indeed, this is a justifiable concern that has tremendous implications for educators across the country, who are responding by designing and implementing programs for computer literacy education.

Networking the Learner in Professional Development

The 25-module math•ed•ology™ program was created to help primary (grades K-5) teachers in the United States learn and implement the teaching standards of the National Council of Teachers of Mathematics. This study of teachers’ use of the program’s first completed module suggests that an important amount of learning can occur in just under four hours of program use. Teachers gained knowledge of the teaching standards, and ability to implement them. Differences between elementary and secondary teachers’ responses were noticeable, although less than expected, suggesting that the K-5 program offers a useful base for a similar program for secondary teachers (grades 6–12).