Vol. 11, No. 3, September 1995

Young children's active and passive graphing

D. Pratt, Mathematics Education Research Centre, University of Warwick

Abstract This paper reports on the graphing work of children, aged 8 and 9 years, who have immediate and continuous access to portable computers across the whole curriculum. They have been using their computers to generate graphs and charts from experimental data. The unit of analysis is a learning sequence in which the progress of a small group of children on a specific coherent task was recorded over a period of several weeks. The paper describes two such learning sequences to illustrate two types of graphing, which can occur in computer-rich environments. In one sequence, the children collected data after which they explored the graphing facilities on the computer whereas in the other learning sequence graphing is used iteratively as an integral part of the ongoing task.

Keywords Graphing; Mathematics education; Modelling; Primary schools; Spreadsheets

Student IT capability within a school-based primary ITT course

D. Murray & J. Collison, University College of St Martin, Lancaster

Abstract This study reports on a comparative survey of primary student teachers' use of IT in schools. Groups on a similar course but with different amounts of school placement were compared. Their changing attitudes and perceived competencies were identified. The level of support available in schools was also investigated. Whilst the support available in schools was usually limited by lack of equipment and teacher expertise, students on the more school-based course were found to gain more experience of IT in schools and were more likely to have used a range of IT applications. The level of use of IT in schools is found to have a significant impact on students' confidence and attitudes towards IT. However, wide variation in students' experience is identified and strategies for overcoming this continuing problem are suggested.

Keywords Information Technology; Initial teacher training; Mentor: Primary education; Student teacher

An investigation of Year 7 pupils learning CONTROL LOGO

R.A. Sparkes, Department of Education, University of Stirling

Abstract Recommendations for the IT component of the National Curriculum suggested that Key Stage 2 pupils use "IT to control models such as level crossing barriers and traffic lights". This paper describes a 3-year investigation into the use of CONTROL LOGO (and languages with a similar syntax) for control technology in Year 7. It was found that most pupils were able to program simple control sequences using meaningful labels and procedures and that LOGO did assist the acquisition of good programming habits. However, particular difficulties with the LOGO syntax were noted when inputs were being used, and it was concluded that LOGO is unsuitable for this particular purpose.

Keywords Control Technology; LOGO; Programming

A 3-D motion tracing system in High School Physics teaching

M. Ronen, Center for Technological Education, Holon, Israel

Abstract This article presents a study of a large scale incorporation of one data acquisition system into physics teaching in Israel. By 1994 about 30% of the schools throughout the country used the V-scope, a 3-D multibody motion tracing system, in their lab programme. The views and reactions of post-training teachers, experienced teachers and students on various aspects of using the system are described, analysed and compared.

Keywords Motion tracing; Physics education; Physics lab; Secondary; Teacher training; V-scope.

IT under school-based policies for Initial Teacher Training

M.J. Byard, Computer Based Learning Unit, University of Leeds.

Abstract This paper describes aspects of a survey carried out amongst students and staff in the use of Information Technology (IT) in the initial training of teachers at the University of Leeds during the academic year 1992/93. The survey attempted to chart the IT profiles of students during their Post Graduate Certificate of Education (PGCE) year, assessing their initial and final IT confidence, their IT activities and problems they encountered, and the extent to which IT was used on their teaching practice. The results of the survey are discussed in the light of the changes which are taking place in the training of teachers.

Keywords Information technology; Initial teacher training