Programs Focused on Computers
and Educational Technology
While American schools have many computers, too often they are not employed in ways that capitalize
on their fullest potential as instructional tools. A number of Israeli projects employ computers and other
technology in innovative ways that can be readily adapted to American schools and that would enhance
the capabilities of such technology.
The Mifne Environment, the North Star Project and several ORT Israel projects use computers and
other technology in exemplary ways. Project School 2000 aims to create an "Information Technology
Culture" in schools, to use instructional technology potential for innovative teaching and learning
within and without the school and to create a supportive ecological environment in which future
instructional technology culture could expand and generate better learning for all students, regardless of
their learning potential.
The Centre for Educational Technology is an independent nonprofit organization dedicated to
improving educational quality by using modern technologies and original instructional materials. CET
programs and multimedia materials (print, audio, video and computer) cover the basic school
curriculum, its projects and products serving a wide range of Israeli students from preschool to soldiers
As the United States continues to develop distance learning programs, Israel's experience with this
approach should be informative.
ORT Moshinsky Pedagogical Center
Director General, ORT Israel
39 Sderot David Hamelech
P.O. Box 16087
Tel Aviv 61160, Israel
Tel. (02) 520 3222, Fax. (02) 523 4827
To develop new curricula in the disciplines of science and technology.
The Pedagogical Centre serves all of the staff of the ORT Israel network.
Program and Activities:
The ORT Moshinsky Pedagogical Center researches, designs and develops teaching aids; innovates
new teaching methods and materials; upgrades and retrains teachers; offers special courses and
seminars and acts as a resource center for the entire ORT Israel network.
The Pedagogical Center carries out its work through several units. The Center's Computer Unit is
currently developing a new generation of teaching hardware and software in electronics and control
disciplines. For example, the Unit has developed simulation experiments for testing the strength of
materials or the various mechanical properties of metals. With the Center's Electronics Unit,
simulation devices have been developed for drills and experiments in digital electronics, parallel
electronics and communication networks that make it possible for students to work in a wider field at a
sharply reduced cost.
Related ORT programs in science and technology include:
Media Programs for the Teaching of Science and Technology. The underlying purpose of this
program is to teach junior high students (ages 13-15) who are studying in either the ORT network or
the general education system the elements of science and technology at an earlier age and give them the
methodology for using multimedia and generic computing programs to enhance their knowledge in
these areas. It is hoped that by starting this kind of learning at an earlier age, students will acquire the
positive use of these skills through senior high school, college and university. The programs include the
Multi-Media Database for Technology and Science. This program covers a wide variety of subjects
pertaining to energy, chemistry, physics and biology. For example, the database on the bicycle provides
information on the bicycle as a system, its history and development, sociological aspects, its design and
material, as well as anecdotal material.
Computer Literacy. This program provides junior high students with the basic skills of computer
usage. Using the Multi-Media Database, students learn to analyze statistical data and use spread sheets.
Bulletin Board Service (BBS). The BBS will enable ORT network students and teachers to
communicate easily and to share information and ideas. It will enable the establishment of interest
groups and permit open conferences between teachers and students. Although the service will be useful
for all ORT schools, it will be especially valuable in development towns and remote areas of Israel.
Micro-Computer Based Laboratories. This program involves the development of hardware devices
connected to computers, making micro-computer based laboratories that will enable the acquisition of
data to measure light, temperature, humidity and pollution levels in a given environment. The computer
is attached with a sensor and data-logger to record measurements over a period of up to 24 hours.
To insure the implementation and appropriate use of these programs, intensive teacher training is
provided at the ORT Moshinsky Pedagogical Center.
NEGEV 180o: Regional Center for Excellence
JDC Israel/Education and Regional Projects Division
The American Jewish Joint Distribution Committee, Inc.
P.O. Box 3489, Jerusalem 91034, Israel
Tel: (02) 557167; Fax: (02) 661244
To create a model of a regional partnership in which each individual community retains and
develops its own independence while helping to create the critical mass needed to raise the educational
level in the Negev.
NEGEV 180 is targetted at individual communities and their schools throughout the
Program and Activities:
In 1986, in its efforts to nurture excellence in education in the Upper Galilee region with the North Star
Project, JDC-Israel helped support a program for gifted children at Tel Hai Community College and the
MIGAL Science Education Center. NEGEV 180 grew out of that experience and represents the creation
of a regional center for excellence that builds on the cooperation that had already been achieved
between the various settlements and the scientific and educational communities. The project aims at
using regional cooperation to raise the educational level of the entire region by reaching out, not only to
gifted children, but to all talented children in the schools of the region, as well as their teachers and
The Center is located at Ben-Gurion College in Sde Boker, a complex of academic and educational
institutions that engage in educational and research activities related to the Negev desert region. The
Center's two major academic institutions include the Jacob Blaustein Institute for Desert Research and
the Ben Gurion Research Institute and Archives, both of which are affiliated with Ben Gurion
University in Beersheba.
The desert setting of the Negev, together with the existing scientific infrastructure of the region,
provide a natural laboratory for studying such subjects as desert agriculture, water exploitation in a
desert environment, the physiological adaptations of desert flora and fauna, solar energy exploitation,
astronomy, marine science and the interface of land and sea at the Inter-University Institute in Eilat.
The goal is to set up within the schools educational environments where the students can develop the
intellectual ability that is essential for success in a modern society. These educational (research)
environments at the local school level and at the regional level will all be linked through a specially
developed computer communications network that will also connect them with the scientific and
academic institutions in the region, as well as elsewhere in the country and abroad.
The educational objectives of the research environments are to impart independent learner skills;
encourage team work, responsibility and self-discipline; provide students with a multidimensional
understanding of reality by using a multi-disciplinary approach and enhance social relationships by
linking students and teachers from the settlements with their own specific social, employment and
geographical characteristics with others.
The first three pilot research projects illustrate the kinds of cooperation envisioned:
The Young Ecologist Project will involve students carrying out research in two areas the effect
of changes in temperature, humidity and precipitation on desert flora and fauna and the effect of
changes in physical conditions, such as temperature and salinity, on the desert fauna in various water
sources. Students will take a number of field trips to take measurements that will then be fed into a
common database. Each group of students will then select a specific problem to focus on.
The Young Historian will provide students with experience in doing historical research. Much like
a detective investigating a case, the students will examine evidence, ask questions, and gather and
analyze data. After reconstructing the scene of a historical event, they will attempt to answer questions
as to why it occurred. The goals include the honing of skills in observation, posing research questions,
data gathering and testing for reliability, analyzing data and drawing conclusions.
The Young Journalist will provide students with experience in all aspects of producing a
newspaper containing real journalistic material on events in their own areas. At each location, there will
be a local "editorial board" that will coordinate with a "regional educational board" that will be situated
at the Sde Boker network center.
The North Star Project
Dr. Uri Marchaim
MIGAL-Galilee Technological Center
Association for the Advancement of Science Education in the Galilee
Kiryat Shmona 10200, Israel
Tel. (6) 953500, Fax. (06) 944980
To raise the level of scientific and technological education in the Upper Galilee and to
create employment for high achievers who hitherto could not find their place in the region.
High school students.
Program and Activities:
The Galilee is a region with wide cultural diversity, remote from Israel's academic and industrial
centers, and relatively low educational achievement of the largely rural population. Through the
nonprofit Association for the Advancement of Science Education in the Galilee, over 22 high schools
from towns, villages and settlements have been brought into the North Star Project, which is based in
the MIGAL Research Institute. Able students are brought into MIGAL's daily work and outreach
programs and give the chance to work with the most sophisticated equipment and interact with
scientists of international standing.
The program provides exceptional opportunities for students to engage in advanced research in the
natural sciences and agriculture, as well as enriching their other curricular studies. Their teachers can
advance their own professional abilities and raise their qualifications while teaching in the area. In
addition, the North Star Project is aimed at increasing social involvement, improving social integration
and benefiting local agriculture and industry.
In addition to access to its research and development laboratories, MIGAL has allocated an entire floor
of its building to computer and research carrels, as well as a classroom. The Project also has a Mobile
Laboratory for out-reach programs. MIGAL staff members are required by contractual agreement to
provide the mentorships on the twice-a-week schedule that each North Star Project student keeps.
The North Star is not a single activity but rather a number of different projects. These include:
Matriculation Project. The student engages in a research project with a MIGAL Research Institute
staff member. The work includes reading relevant scientific articles, designing an experiment,
conducting intensive laboratory work under the supervision of research professors, analyzing the data
using computers and presenting a dissertation report. Some projects are planned jointly with a local
industry, giving students insights into application of their research. The student's report meets the
Biology bagrut (matriculation exam) requirements.
Biotechnological Courses. Students are organized into groups for discussion, experiment and
analysis of subjects in the curriculum e.g., tissue culture, mushroom cultivation, chromatography,
spectroscopy, fermentation, microbiology, animal behavior, agriculture and orchards.
Fast Plant Project. This project involves connecting eight and ninth graders from a number of
different schools, all performing experiments dealing with plant physiology and genetics. Students
collect, analyze and share their data by means of a computer network linking the schools.
Ecology of the Galilee. This is a course that lays the groundwork for biology environmental studies.
Groups of students are organized to develop and prepare experimental projects for an intense ecology
course of 2-3 days of field study during which they learn to observe, experiment, discuss and explore
Intensive Summer Program. During a two-week period, students develop their awareness of
science by concentrating on an area (e.g., chemistry, biology, microbiology, aquaculture, biotechnology
or agriculture). They read scientific articles, design an experiment, do supervised laboratory work,
analyze data by computer and present a research paper.
Greenhouse Activities. Students who perform research projects in the computerized greenhouses
located at their schools are given an opportunity to use the MIGAL Research Institute's facilities and
benefit from the help of its staff in performing sophisticated research in agriculture.
Demonstration Lessons. The Project teaches a class a specific scientific subject that is part of the
regular curriculum, providing demonstrations of experiments at a level that is not available in the
schools. Topics may include: radioactivity, biotechnology, fermentation and microbiology.
Land of Brooks. Students examine the quality of water in local streams and the biotic and abiotic
parameters of the environment to understand better the ecological aspects of water pollution in the
Galilee. The course involves both outdoor experiments and in-depth study in the laboratory.
The Integrated Experiment (The "Bubble"). This is a course that teaches the student to set up a
biological, agricultural or biotechnological experiment connected directly to a computerized control
system. The integrated experiment enables the student to achieve a high degree of know-how in the use
of controls and the computer, to manipulate biotechnological experiments toward applying research to
A Computer Network Program. This program provides a communication network of
information, tying the region into national and international computer networks and integrating
computers into the study of biology and agricultural sciences. Students learn to make use of computers
as a tool to collect and analyze scientific data from biological and chemical experiments and to use
computers to share data with peers from other schools.
Teacher In-Service Training Courses. The biology course aims at building a stronger
pedagogical basis for instruction, including how to establish a core curriculum, set up experiments and
use audiovisual equipment. In chemistry, biology and agronomy teachers are taught to teach chemistry.
New-immigrant Russian physicians are given instruction in pedagogical methods and taught about
Israeli flora and fauna to prepare them to teach biology.
Project School 2000
Dr. Elad Peled and Dr. Zimra Peled
24a Ramat Hagolan Street
Jerusalem 97704, Israel
Tel. and Fax.: (02) 825156
To create an "Information Technology Culture" in schools;
To utilize instructional technology potential for innovative teaching and learning both in and outside
the school; and
To create a supportive ecological environment in which a future instructional technology culture could
expand and generate better learning for all students, regardless of their learning ability.
A number of schools, primarily in the Tel Aviv area with the intention that it will
be disseminated to many more schools when appropriate.
Program and Activities:
The project uses a number of operational strategies to create an information technology culture by:
Incorporating various multimedia tools into instruction and learning e.g., microcomputers and
their peripherals, computer networking, videodiscs, VCRs and other electronic communication
Allocating "high density" hardware that will enable each student to have access to instructional
technology for at least one-two hours per day.
Integrating instructional technology applications (e.g., database and word processing) into as many
learning domains and school activities as possible, focusing on "open" rather than on "closed" or
Designing an ecological system, selecting instrumental means that aim at affecting the multi-levels
of the education nesting system (classroom, school, district and political policy making institutions).
Helping students and teachers acquire instructional technology mastery so they can cope with real
life technological developments.
The project uses instructional technology for innovating instruction and learning through multimedia-based-learning aimed at:
Enhancing "constructionism" in the learning process, enabling learners to build knowledge rather
than having it supplied by the teacher.
Enhancing "mindful learning" through the use of metacognition and self-management techniques of
Generating innovation processes among teachers through an ongoing process of adapting
multimedia and traditional tools to the learners' needs and to the instructional agenda, looking for
congruence between one's pattern of learning and the means and methods of instruction.
The project attempts to create the supportive ecological environment wherein a future computer culture
can expand by:
Involving teachers and school administrators in the planning process, selecting learning materials and adapting to a new instructional technology learning-centered environment.
Cultivating positive attitudes and beliefs among students, teachers and administrators toward the
project goals as well as mobilizing the support of parents, city administrators and politicians toward the
Project School 2000 was initiated in 1991 as a first step toward implementing a national plan to
computerize all Israeli schools. It is supported by the Ministry of Education.
Centre for Educational Technology
Ilan Yeshua, Marketing Manager
Centre for Educational Technology
16 Klausner Street
P.O. Box 39513
Tel Aviv 61394, Israel
Tel. (03) 6460160, Fax. (03) 6422619
To develop effective methods of instruction by generating and applying innovative
educational ideas utilizing modern technologies and original instructional materials.
A broad range of institutions using computer assisted instructional technology.
CET projects and products serve a wide range of Israeli students from preschool to soldiers and adults.
CET is now marketing its products in the United States and other English-speaking countries.
Program and Activities:
Established in 1971 and initially endowed by the Rothschild Foundation, the Centre for Educational
Technology (CET) is an independent nonprofit organization dedicated to improving Israel's educational
system. CET professionals provide in-service training, ongoing professional guidance, innovative study
methods and a variety of study materials (textbooks, workbooks, games and computer courseware).
CET finances its activities through distribution of its programs and publications and receives financial
assistance from various foundations. CET operates in cooperation with government ministries and
public bodies at all levels, serving their educational and training needs.
The majority of CET's 300-member staff are professionals in the fields of education, psychology,
computers, engineering, production and management.
CET's educational approach is based on two premises: (1) Students differ from one another in ability,
background, experience, interests and knowledge levels and that these individual differences must be
respected by allowing students to develop and use their own capabilities; and (2) in a knowledge-intensive technological society characterized by rapid and frequent change, the educational system must
educate students toward independence and impart tools that facilitate continual learning and successful
adaptation to fluctuations in the employment market. Based on these assumptions, CET has developed
and implemented Adaptive Teaching and Learning (ATL), a comprehensive educational approach that
recognizes differences among students, adapting the educational environment to the varying needs and
abilities of each individual within a heterogeneous group.
CET programs and multimedia materials (print, audio, video, computer) cover the basic school
curriculum. CET also creates materials in response to current social and economic needs: teaching
Hebrew and Jewish culture to new immigrants, facilitating immigrant absorption, raising environmental
consciousness, combating drug abuse and inculcating safety values.
The Centre is a leading developer of educational computer systems, designing sophisticated equipment
combinations of software and courseware for use at all levels of instruction, including the requirements
of new immigrants and special education students. It produces the RAMA 3, an advanced educational
computer system that has been described as constituting "a quantum leap in terms of student/computer
interaction." In 1993, CET was awarded contracts for computerizing the elementary schools in Tel
Aviv, Ashdod and other towns using the RAMA 3 system. RAMA 3 has been installed in schools
throughout the country.
CET has designed a variety of teacher in-service courses and a program for training and employing
immigrant teachers in elementary schools. A group of immigrant teachers were trained to be computer
coordinators for schools.
The Ministry of Education and Culture has accepted the Adaptive Teaching and Learning philosophy
and is allocating resources to promote its implementation in schools. CET is currently developing the
use of the ATL method in junior high schools.
Other Centre programs include:
Mathematics Programs for elementary and junior high schools, with CET providing intensive
teacher training in their use.
Hebrew Language and Literature Programs for the elementary schools include basic literacy,
language and reading comprehension, computerized Hebrew reader, writing and Hebrew for the Arab
sector. Junior high programs include Hebrew language, Hebrew poetry, writing and reading skills,
phonology and morphology courseware and the short story.
Rav-Milim is a large-scale project in computerized Hebrew linguistics that is an advanced system
for the intelligent manipulation of words and grammatical structures unique to Hebrew and other
English as a Foreign Language includes computer software, self-study booklets and auxiliary
materials for teachers.
Arab Language and Culture Sha'ar is designed to teach Arabic language and culture to Jewish
pupils in grades 7-9.
Bible and Jewish Culture includes a Bible program for grades 1-3 and Jewish Culture programs
for new immigrants and junior high school students.
Science Education and Geography includes programs such as Science in a Technological Society
and Genetics and Water Awareness, as well as a Geography curriculum for grade 6.
Technological Education provides programs in Technological Literacy and Vocational Training.
History programs provide a new approach to teaching history at the junior and senior high levels
using computerized databases and courseware. An activity book based on the text for seventh grade that
deals with Holocaust literature has been developed.
Man in His Environment consists of study programs related to society and the environment, using
an interdisciplinary approach that integrates various components of each program. Programs deal with
topics such as Growth, Development and Aging, Drug Abuse Prevention, The Way We Work and
Transportation and Safety on the Roads.
Current Event and Social Education provides programs that deal with current affairs and society
and aim to develop responsible citizenship in a democracy. High school programs include Right on
Time (bi-weekly current events activity sheets), Trial-Event (tools for coping with social problems in
the classroom), Strolling in a Quality Environment (activities related to environmental quality and
ecology) and Law in Action (a "trial" based on Israel's laws).
Libraries Project involves the establishment of six or seven model libraries for the elementary and
junior high schools and the development of study materials to guide the pupil in using the library.
Learning How to Learn is a new program to help junior high school pupils improve their learning
skills and deals with both the cognitive and emotional aspects of learning.
Immigrant Absorption Projects include the Mathematics Solution (a program that prepares new
immigrant teachers to teach mathematics in the elementary schools), Na'ale (a computer program
designed to help new immigrants acquire proficiency in the Hebrew language) and a Multimedia
Laboratory for Language and Arithmetic Study for new immigrants.
I Have a Secret I Can Read is a comprehensive program for teaching reading skills to children
with learning disabilities, mental retardation or emotional disturbances. A home version of this program
is also available.
Other Special Education Programs include a computerized curriculum for teaching perceptual and
cognitive skills to children whose cognitive level, despite their age, has not advanced beyond 2-5 years;
Openings, a program for people who have already mastered reading skills but are unable to speak or
write due to motor disabilities; MABA, a program for young children who have not yet learned to read,
using BLISS Communication, an international system that uses symbols rather than words; Education
Towards Career Independence, a program for special education students aged 13-16 with mild
retardation, learning difficulties or behavioral problems.
The Center for Educational Technology has been exploring adaptation of its programs to English and is
already well advanced on its English reading program.
Menachem Hasfari, President
19 Weissburg Street
P.O. Box 13005
Tel Aviv 61130, Israel
Tel. (03) 648-2131, Fax. (03) 647-8095
To design and market a variety of educational software for use in schools, colleges and
adult education programs.
Children, youth and adults using computer-assisted instruction.
Program and Activities:
EduSoft's basic principle is that educational software is the key to making the computer an effective
learning tool. It attempts to combine technology with the latest pedagogical methodologies to optimize
imparting knowledge and developing thinking and general skills.
Edusoft Ltd. designs a variety of educational software for both youngsters and adults in the areas of
math, science, technology, early learning and languages for use by schools, training centers and home
users. Its products are currently available in 15 languages and are used in 45 countries, including the
To create programs that go far beyond information acquisition, Edusoft development teams use the
latest methodologies and techniques, such as problem solving, simulation, interactive multimedia
tutorials and Expert Systems. The programs are designed to develop thinking processes and to equip
users with lifetime learning skills.
The Company develops product libraries that are comprehensive and cover a multi-year curriculum yet
include many courses and modules that can be used separately. This makes it possible for educational
institutions to adapt EduSoft libraries to their curriculum.
EduSoft's computer-based, multimedia software programs include:
ANET Animated Electronics Tutorial
TINA Toolkit for Interactive Network Analysis
Telesim Telecommunications Simulations
CASCAD Computer Assisted Simulation for Circuit Analysis and Design
Chemistry Laboratory Simulations
Master-Tech Up-to-date Technological Information on Digital Electronics, Telecommunications and
PS-2000 Problem Solving Microlab
Odyssey Adventures in Science Aqua Venture, Hello Blue Planet
Basic Educational Software Tool (BEST) English Reading Comprehension, Technical English,
English Language Skills, Arithmetic
EduSoft has developed and markets Child-Ware, an innovative environment for early childhood and
special education students that combines computer-integrated learning with 3-D manipulatives to
enhance learning. Child-Ware's integrated, comprehensive learning environment consists of a computer
work station, an activity table, software, laminated mats, 3-D manipulatives and specially designed
keyboard overlays. Its Language Learning Center is a complete multimedia learning environment
designed to enrich language development.
Distance Learning Project of Bar-Ilan University
Dr. Baruch Offir
Computer and Communication in Education Division
School of Education
Ramat-Gan 52900, Israel
Tel. (03) 5318439, Fax. (03) 5353319
To decrease the gap between achievement levels of pupils living in the center of Israel
compared to those living in the north and south of the country by employing a telecommunication
system to provide for "Distance Learning."
Pupils in the elementary and high schools of the more rural and isolated northern
and southern areas of Israel.
Program and Activities:
Analyses of examination results have consistently shown significant differences between the
achievement of pupils in the center of Israel and those of the north and south. One major reason for
these discrepancies is the shortage of teachers in the north and south. Bar-Ilan University is addressing
this problem through a "Distance Learning" project that uses the latest telecommunication technology
to make information more accessible to students in more remote areas.
In September 1994, the project team prepared four courses Ecology and Law for high school students,
Social Work for university students and Arabic for university students and other interested individuals.
Beginning in 1995, elementary schools and kindergartens in northern Israel will join the project.
The courses are taught by lecturers and professors at Bar-Ilan University. The Bezek Company which
controls the telecommunication network in Israel has provided an optic fibre to use for the project. The
expectation is that cooperation between the university, the Government of Israel and the European
Union (Network-MED Campus) will contribute to improving the methods of Distance Learning for all
levels of learners.
Logic Programming (Prolog) in Education
Dr. Zahava Scherz and Prof. Ehud Shapiro
Department of Science Teaching
The Weizmann Institute of Science
Rehovot 76100, Israel
Tel. (08) 342035, Fax. (08) 344115
To develop, implement and evaluate curriculum materials for high school students based
on logic programming (Prolog) and artificial intelligence (AI).
High school students and their teachers who are interested in learning programming
logic and understanding Artificial Intelligence.
Program and Activities:
Prolog is a computer language based on a description and representation of human reasoning in terms
of formal logic. The rationale for the project which was begun in 1984 is that:
Students from age 14 can easily learn logic programming if proper teaching methods and materials
Any computer science curriculum should include a declarative programming paradigm in addition to
its regular programming languages and Prolog is such a paradigm.
Logic programming is an ideal tool for knowledge representation and knowledge formalization and
thus can be used as a learning tool for subject domains across the curricula.
Logic Programming provides an opportunity to acquire some of the concepts and ideas of logic with
the added motivation and stimulation of being able to execute them on the computer without the need
for a deep understanding of mathematical logic.
Prolog is suitable for developing state-of-the-art Artificial Intelligence-oriented programs and can be
used as an application language in AI courses.
The curriculum consists of three different courses and separates according to students' levels and objectives:
The first course is a year-long introductory course aimed at students who have little experience in
computer programming. This course covers such topics as database programming, compound data
structures and simple recursion.
The second course is titled, "An Introduction to AI and Expert Systems." This is an advanced course
covering topics such as knowledge acquisition, engineering, and representation, search strategies, graph
theory, and problem solving and requires an implementation of these topics in Prolog. Students also
study advanced programming techniques in Prolog and, as a final report, have to develop an individual
expert system using meta-interpreter-based programming techniques. The target population for this
second course are students who take computer science as a main subject in high school. Currently, the
advanced course is taught in four technological high schools by students who take information systems
as a main subject.
An alternative course, which follows the basic course offers instruction toward the development of
knowledge-based systems, using a shell "EEPS an Educational Environment for Problem Solving"
developed by the Weizmann group. In this course, students practice stages of knowledge representation
and formalization, implement the formalized knowledge as a Prolog program and then apply it to EEPS
to create educational courseware. This course is primarily for college students in teacher-training
courses who are not computer-science majors but still interested in educational computing.
In 1993-94, the curriculum was implemented in about 20 high schools and two teacher training
colleges. Students who participate develop knowledge-based projects in such varied domains as
chemistry, geometry, medicine, biology, mathematics and archeology.
Unlike most teachers in other domains or subjects, computer science teachers are often not computer
science majors. Some may not even have a degree in a scientific discipline; therefore, the project
provides staff development aimed at enhancing teacher knowledge and understanding of computer
science and at helping the teachers with appropriate teaching strategies. Teacher training is done
primarily through 5-10 day workshops during the summer vacation and one-day workshops at intervals
throughout the year.
Computer-Aided Instruction Module
Dr. Yehudit J. Dori
Department of Education in Technology and Science
Technion Israel Institute of Technology
Haifa 32000, Israel
Tel. (04) 293132, Fax. (04) 325445
To provide chemistry students with a computer-aided instructional module that may serve
for mastery learning, enrichment material and a source for problems and their solutions.
In Israel, chemistry is studied from tenth to twelfth grade, either three or five hours
per week. Students who choose the enhanced five hours per week course take three elective units from
a selection of organic topics.
Program and Activities:
The computer-aided instructional module on polymers is intended to utilize the microcomputer to help
students understand the three-dimensional nature of polymers and the relation of a resulting polymer to
the originating monomer. The module may be used either as a tutorial for the individual student of for
cooperative learning in small groups.
The module is based on the HyperCard authoring environment operating on Macintosh computers and
consists of 180 "cards" (screens). It is built as a knowledge network, consisting of three main topics and
three "information organizers," all of which can be accessed from the main menu of the courseware.
The program enables the student to select any topic without imposing a predetermined learning path so
that students at different knowledge levels can engage in effective learning without loss of time.
The module consists of three topics: organic chemistry, polymerization and structure and
characteristics. Three "information organizers" concept map, database and index enable easy
navigation and access to information. Each topic ends with a set of problems, for which immediate
responses are provided.
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