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Computers in Education cover

Computers in Education

A Half-Century of Innovation

Patrick Suppes and Robert Smith

Described by the New York Times as a visionary “pioneer in computerized learning”, Patrick Suppes (1922–2014) and his many collaborators at Stanford University conducted research on the development, commercialization, and use of computers in education from 1963 to 2013. Computers in Education synthesizes this wealth of scholarship into a single succinct volume that highlights the profound interconnections of technology in education. By capturing the great breadth and depth of this research, this book offers an accessible introduction to Suppes's striking work.

Patrick Suppes (1922–2014) was the Lucie Stern Professor of Philosophy, Emeritus at Stanford University. He was the founder of the Computer Curriculum Corporation and the Suppes Brain Lab at Stanford, as well as the co-founder of the Institute for Mathematical Studies in Social Sciences. Robert Smith is a former Ph.D. student of Patrick Suppes and has been associated with him at Stanford's IMSSS laboratory. He is now CTO of Empirical Education Inc, a Palo Alto-based educational research and evaluation firm.


Contents

  • List of Tables
  • List of Figures
  • Preface
  • Foreword by Kenneth J. Arrow
  • 1 The Beginnings Before 1963
    • 1.1 Historical Antecedents to Computers in Education
    • 1.2 Conference on Programmed Learning and Computer-Based Instruction
    • 1.3 The Influence of John McCarthy
    • 1.4 Some Target Areas for Curriculum Development
  • 2 The Dawn of Computers in Education: 1963-1971
    • 2.1 A Modest Proposal to the Carnegie Corporation
    • 2.2 The Laboratory and Its Equipment
    • 2.3 First Courses Demonstrated on the PDP-1
    • 2.4 School Locations Outside of Stanford
    • 2.5 The Grant School Project
    • 2.6 Logic -- Its Place in the 1960s
    • 2.7 Scientific American Article: ``The Uses of Computers in Education''
    • 2.8 The Stanford-Brentwood Project
    • 2.9 Brentwood Remembered
    • 2.10 Russian Language Course
    • 2.11 Dial-A-Drill -- The First Implementation
    • 2.12 The PDP-10 and Networking Era
    • 2.13 General-Purpose Tools and Techniques Developed at IMSSS
    • 2.14 The Math Strands Course
    • 2.15 The Deaf Project
  • 3 Commercialization at CCC: 1967-1981
    • 3.1 Founding
    • 3.2 Lessons Learned 1963-1967
    • 3.3 Curriculum and Systems Projects
    • 3.4 Dial-A-Drill
    • 3.5 System Architectures for CAI 1967-1982
    • 3.6 M8 System: Eight Terminals for Math Instruction
    • 3.7 The A16 System
    • 3.8 CCC-17 System 1977-1984
    • 3.9 Terminals for the CCC-17
    • 3.10 CCC-17 Courses
    • 3.11 CCC's Departments by the End of the 1970s
    • 3.12 CCC's Self-Appraisal After Ten Years in Business
  • 4 University-Level Instruction at Stanford: 1971-1979
    • 4.1 New Focus -- Elementary to University Level
    • 4.2 CAI Developments Elsewhere
    • 4.3 Suppes's Research Agenda for the 1970s
    • 4.4 Logic
    • 4.5 The EXCHECK Instructional System for Axiomatic Mathematics
    • 4.6 Sample EXCHECK Proofs in Set Theory
    • 4.7 Set Theory Curriculum
    • 4.8 Student Experiences with the Set Theory Course
    • 4.9 Other Applications of the EXCHECK System
    • 4.10 Significance of the Work on Interactive Proof Checking
    • 4.11 Follow-up Work in Teaching Mathematical Proofs via the Computer
    • 4.12 Research in Computer-Generated Speech
    • 4.13 Research in Natural Language Processing
    • 4.14 Language Instruction: Old Church Slavonic, Armenian, French, and German
    • 4.15 Other Courses
    • 4.16 Visitors to the Lab, including Doug Hofstadter and Koko the Gorilla
    • 4.17 Interactive Radio Mathematics
    • 4.18 The Cost-Benefits of CAI Research ca. 1979
  • 5 Mainstream Development at CCC 1981-1985
    • 5.1 Introduction
    • 5.2 Audio Developments
    • 5.3 Dial-A-Drill
    • 5.4 Microcomputers In Education: The SMC-70 Decision
    • 5.5 The Microhost Instructional System: Development Plan
    • 5.6 SMC-70 Product Release and Reception
    • 5.7 The Microhost Completion and Reception
    • 5.8 Individualized Prescriptive Strategy (IPS)
    • 5.9 Sales and Marketing
    • 5.10 First Pass at Looking for a Buyer
  • 6 Color Graphics and an Acquisition for CCC 1985-1990
    • 6.1 After-shocks of \textit
    • 6.2 The Plight of a High-tech Company
    • 6.3 Graphics and the Atari ST
    • 6.4 The Reception of the Atari Graphics Platform
    • 6.5 Industry-Standard Hardware
    • 6.6 MS-DOS Platform
    • 6.7 SOLO Platform
    • 6.8 MCS Math Course
    • 6.9 Macintosh LC Deployment
    • 6.10 Video for CCC Courses
    • 6.11 Platform Adoptions
    • 6.12 Courses Offered at CCC Throughout the Years
    • 6.13 Acquisition of CCC by Paramount Communications
  • 7 Research at Stanford and Founding of Educational Program for Gifted Youth 1980-2013
    • 7.1 Transporting Stanford Courses to Other Schools
    • 7.2 EPGY: Educational Program for Gifted Youth
    • 7.3 The End of Patrick Suppes Research in Computers in Education
  • 8 Summation and Thoughts about the Future
    • 8.1 The Singular Accomplishment
    • 8.2 Other Voices, Concerns, and Directions
    • 8.3 Computers as Media Devices in Education
    • 8.4 Underlying Ideas about the Research and Development Process
    • 8.5 Suppes's Important Ideas about Courseware Development and Implementation
    • 8.6 The Future
    • 8.7 Products Developed by Suppes Still in Use
    • 8.8 Suppes's Influence Today On Research into Computers in Education
    • 8.9 Whence Cometh Aristotle?
  • Online Resources
  • References
  • Index

July 5, 2017

ISBN (Paperback): 1575868687 (9781575868684)
ISBN (Cloth): 1575868709 (9781575868707)

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