Table of Contents

• IFIP Working Group 3.1: towards integration of computers into educationTom J. van Weert. 3-12 [doi]
• IFIP Working Group 3.2: the place of computing in higher educationBernard Levrat. 13-21 [doi]
• IFIP Working Group 3.3: applications of computer related technology; are we making progress?Betty Collis. 23-28 [doi]
• IFIP Working Group 3.4: training and education of information technology professionalsPeter Juliff. 29-33 [doi]
• IFIP Working Group 3.5: using computers to support young learnersDavid Benzie. 35-42 [doi]
• IFIP Working Group 3.6: distance learning, activities and plans for the futureJan Wibe. 43-49 [doi]
• A two-phased development shell for learning environments: a design proposalAna Arruarte Lasa, Isabel Fernández de Castro. 53-65 [doi]
• A combined knowledge and hypermedia system to attain educational objectivesAndréa Bender-Öberg, Anneli Edman, Lena Sundling. 67-74 [doi]
• Two-level learner modelling in the tutoring of declarative knowledge based problem solvingLianjing Huang, Pierre E. Bonzon. 75-85 [doi]
• An application of fuzzy logic to student modellingMihalis Panagiotou, Maria Grigoriadou. 87-96 [doi]
• Knowledge transfer when learning a second programming languageIoan Alfred Letia. 97-106 [doi]
• A prototype design for an expert system to identify pupils' misconceptions in scienceWan Salihin Wong Abdullah, Phil Wild. 107-118 [doi]
• Domain oriented modelling: a balance between simulation and programmingMaria Cecília Calani Baranauskas, Osvaldo Luiz De Oliveira. 119-126 [doi]
• Expert design knowledge: a case study in dental educationJohn C. Davenport, F. J. Fitzpatrick, David A. Randell, Peter Hammond, M. G. de Mattos. 127-136 [doi]
• A rigorous framework for measuring development productivity and estimating the effort of multimedia coursewareI. M. Marshall, W. B. Samson, P. I. Dugard, A. Castell. 139-149 [doi]
• Attitudes towards using computers among Malaysian teacher education studentsZoraini Wati Abas. 153-162 [doi]
• Computer education in developing countries: the Sudan caseAssim Sagahyroon. 163-171 [doi]
• Children's potential for controlling their own learning while solving problems with an 'idea organiser'Emrah Orhun. 173-182 [doi]
• Computer based environmental studies in LithuaniaVitalij Denisov, Justin Dillon. 183-191 [doi]
• Uganda's schools: do these need computers?A. P. Beauchamp. 193-201 [doi]
• A national strategy introducing educational computing in primary schools in ChileM. I. Alvarez. 203-212 [doi]
• Cooperating school classesBente Evjemo, Arne Ketil Eidsvik, Thore Danielsen. 215-223 [doi]
• Multimedia documents: towards a new paradigm for instructional technologyJohn F. Barrett, Stephen J. Craig-Smith. 225-234 [doi]
• Enhancing traditional university science teaching using the World Wide WebMichael W. Nott, Matthew D. Riddle, Jon M. Pearce. 235-242 [doi]
• Categorizing distance learning systems: discovering successful ingredientsGreg Jones, Gerald Knezek. 243-249 [doi]
• The effects of age on gender stereotyping of computingGregory D. Preston. 253-261 [doi]
• Attracting girls to information technologyJenny Brown. 263-270 [doi]
• The use of direct manipulation in educational software designDavid Squires. 273-282 [doi]
• Learning from experience: approaching the research of CD-ROM in schoolsMichael Hammond. 283-291 [doi]
• What context for liberated computer assisted language learning?Pierre Frath. 295-303 [doi]
• Flexible assignment submission in distance learningRod Byrnes, Bruce Lo, Julian Dimbleby. 305-315 [doi]
• Computer based teaching and learning in statisticsNoel Wilson, Sally I. McClean. 317-325 [doi]
• The introduction of an information technology project: personal computing in the classroomDavid Jones. 327-336 [doi]
• Computer mediated collaborative writing in higher education: enriched communication support using voice annotationsChristine Steeples. 337-347 [doi]
• Hypermedia for open and flexible learningKoen Hendrikx, Erik Duval, Henk J. Olivié. 349-361 [doi]
• Science education by way of the 'ultimate electronic field trip'Kam Matray. 363-373 [doi]
• Nonprogramming laboratory assignments for the introductory AI course using the FLAIR systemJudith D. Wilson, Giorgio P. Ingargiola, Robert M. Aiken, Nathan Hoskin. 375-385 [doi]
• Quality learning through computer conferencingRoger Austin. 387-394 [doi]
• The 'social' machine: the computer as a participant in social and cognitive interactions within the classroomCarolyn Dowling. 397-405 [doi]
• Computers in secondary school: analysis of student attitudesMyriam S. Mitrece de Ialorenzi. 409-418 [doi]
• Information technology capability - how does it develop?Steve Kennewell. 419-427 [doi]
• GiPHouse, a professional student software houseTom J. van Weert. 429-439 [doi]
• Experiences in teaching team software designPierre N. Robbillard. 441-451 [doi]
• Visual programming: an educational experienceS. Rusnak, H. Schauer, Anca Vaduva. 453-465 [doi]
• Logic in first courses for computer science majorsJuris Reinfelds. 467-477 [doi]
• Reflections of a computer scientist for teachers and teacher educatorsSusan M. Merritt. 479-486 [doi]
• Computer based environmental education as a mutual challengeRoumiana Tsankova, Todorka Damianova. 487-494 [doi]
• Computer science/informatics: the study of the Information WorldViera K. Proulx. 495-503 [doi]
• Future directions for research on information technology and educational managementAdrie J. Visscher, Phil Wild. 507-516 [doi]
• Open architecture environment for control engineering educationWojciech Grega, David Doughty. 517-530 [doi]
• Updating train-the-trainer activities: an action research studyChristian Bessiere, Roger Guir. 531-541 [doi]
• Children and electronic media: the home-school connectionToni Downes. 543-552 [doi]
• Introducing spatial information systems into schools: a curriculum projectJohn Oakley, Bruce Horton. 553-563 [doi]
• The delivery of Information Technology capability in secondary schools in England and WalesIan Selwood, Dave Jenkinson. 565-575 [doi]
• Executive Information Systems in school management: a research perspectiveArthur Tatnall, Bill Davey. 579-588 [doi]
• Teaching and learning with telecommunications: issues for schools and professional developmentNiki Davis. 589-599 [doi]
• Why everyone should know how to program a computerJeffrey L. Popyack, Nira Herrmann. 603-612 [doi]
• E-discourse in educationJan Perkins, Kenneth Newman. 613-621 [doi]
• Breaking down the barriers: an architecture for developing and delivering resource based learning materialsWendy Hall, Gerard Hutchings, Su White. 623-634 [doi]
• Laptops which talk: liberating dyslexic learnersJeremy Pagram. 635-643 [doi]
• Portability as a catalyst for cross-curricular Information Technology permeationAllan Martin. 645-653 [doi]
• Can you balance the equation: effective implementation + school change = integrated technology tools?Terence R. Cannings. 655-665 [doi]
• Computing and the understanding of textLillian N. Cassel, Robert E. Beck, Daniel Hardt. 669-677 [doi]
• Computers and the primary curriculum: an action research case studyGeoff Romeo. 681-691 [doi]
• Technology and learning: computer mediated communication between deaf childrenRosa Maria Bottino, Giampaolo Chiappini. 693-701 [doi]
• Community collaboration to develop active learning environments in school libraries through telecommunicationsHarriet G. Taylor, Ron Dupuis, Terry Thibodeaux. 703-711 [doi]
• Bytes for Belfast: personal development for young people in disadvantaged areas through information technologyJohn Anderson, Joe Reynolds. 713-721 [doi]
• Starting learning with computer controlled modelsGerald Futschek. 723-732 [doi]
• Learner modelling by expert teachers: learner information space and the minimal learner modelAnne McDougall, Roland Sussex, Geoff Cumming, Samantha Cropp. 733-742 [doi]
• Outback Oz: a study of one learner's journey of liberation with the help of a portable computerAdrienne Sallay. 743-752 [doi]
• Designing software for cognitive change: StatPlay and understanding statisticsGeoff Cumming, Mark Zangari, Neil Thomason. 753-765 [doi]
• Contest-Kid: a competitive distributed social learning environmentTak-Wai Chan, Jong-An Lai. 767-776 [doi]
• From concept to delivery: a new tool for courseware developersH. Freeman, S. Ryan. 779-789 [doi]
• What if pedagogues specified educational software?Thierry Nodenot. 791-803 [doi]
• Exploring mathematics with image processingSteven L. Tanimoto. 805-814 [doi]
• A systemic approach to courseware engineeringFrédéric Blanc. 815-827 [doi]
• Experimental curriculum of informatics for 11 year old childrenAndrej Blaho, Ivan Kalas, Monika Matusova. 829-841 [doi]
• Learning mathematics with CASHerve Lehning. 843-851 [doi]
• Ten years of information technology policy in Norwegian educationSindre Røsvik. 855-862 [doi]
• Lessons from a decade of policies for stimulating computer use in the NetherlandsAlfons ten Brummelhuis. 863-869 [doi]
• Computers, telecommunications and Western cultureBarton D. Thurber, Jack W. Pope, Jerry Stratton. 871-878 [doi]
• The impact of our questions on Information Technology policy and practiceDavid Benzie. 879-884 [doi]
• Hypermedia authoring in the classroom: but what is required to make it really creative?Colin Wells. 887-897 [doi]
• STILE: the growth of a flexible, interdisciplinary resource base for open learningClive Ruggles. 899-906 [doi]
• Findings from the Young Children's Computer Inventory ProjectGerald A. Knezek, Keiko T. Miyashita, Takashi Sakamoto. 909-920 [doi]
• Ethics: the neglected factor in computing educationPaula Roberts. 921-928 [doi]
• Collaborative learning: teaching ethical theory in a computerized, case study formatPatrick Kelly, Christopher G. Smith, Mark W. Bridges. 929-937 [doi]
• SIM-BEST: integrated tools for developing computer based educational simulation programsMaria José Marcelino, Teresa Mendes. 941-951 [doi]
• Logic programming: a tool for development of educational systemsRichard Allen, Laurent Trilling. 953-962 [doi]
• Computer simulated laboratory experiments and computer games: a designer's analysisJerome J. Leary. 963-973 [doi]
• Children and computer modelling: making worlds with WorldMakerRichard Boohan. 975-985 [doi]
• Hypermedia for mathematics: authoring courses with HMLEJari Multisilta, Kostadin Antchev, Seppo Pohjolainen. 987-997 [doi]
• Creating and using a computer debt simulation model for teaching the economics of developing countriesLinda Paul Kinney, Elizabeth S. Adams. 999-1009 [doi]
• Human-computer interface for educational software: an electronic communications software implementationJ. Enrique Hinostroza, Ernesto Laval, Pedro Hepp, Hans Iost, Ricardo Rivera. 1011-1020 [doi]
• Breaking with tradition in mathematics education: experiences of Turkish student teachers within a Logo-mathematics environmentAdnan Baki. 1023-1031 [doi]
• Involving the school teacher in liberating the learner from traditional school cultureJohn Turner. 1033-1043 [doi]
• Technology preparation for preservice teachers: do they feel prepared for 21st century classrooms?Marianne G. Handler, Terri Pigott. 1045-1055 [doi]
• Computers and learning in primary schools: a case study in teacher developmentRichard Johnson. 1057-1067 [doi]
• Technology tools and the Curie Internet delivery systemGerald W. Meisner, Harol Hoffman. 1069-1078 [doi]
• Constructing staff development and educational changeGary S. Stager. 1079-1087 [doi]
• Preservice teacher education in Information Technology: a critical perspectiveMartyn Wild, Ron Oliver. 1089-1097 [doi]
• Research and practice of CAI in Chinese basic educationLi Shao Hui, He Ke Kang. 1101-1109 [doi]
• Fostering mathematical thinking through gradual progression Computer Assisted InstructionChen Yun, Xiang Juncao, Su Fanglai. 1111-1117 [doi]
• Realizing a vision?Clare Tagg, Ian Oram, Bill Tagg. 1121-1128 [doi]