Entry Boroni:1998:PSI from sigcse1990.bib

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BibTeX entry

@Article{Boroni:1998:PSI,
  author =       "Christopher M. Boroni and Frances W. Goosey and
                 Michael T. Grinder and Rockford J. Ross",
  title =        "A paradigm shift! {The} {Internet}, the {Web},
                 browsers, {Java} and the future of computer science
                 education",
  journal =      j-SIGCSE,
  volume =       "30",
  number =       "1",
  pages =        "145--152",
  month =        mar,
  year =         "1998",
  CODEN =        "SIGSD3",
  DOI =          "https://doi.org/10.1145/274790.273181",
  ISSN =         "0097-8418 (print), 2331-3927 (electronic)",
  ISSN-L =       "0097-8418",
  bibdate =      "Sat Nov 17 16:56:29 MST 2012",
  bibsource =    "http://portal.acm.org/;
                 http://www.math.utah.edu/pub/tex/bib/sigcse1990.bib",
  abstract =     "Ready or not, here it comes! A paradigm shift with
                 profound implications for computer science education is
                 underway. The shift is away from a relatively static,
                 localized paradigm of teaching and learning towards an
                 interactive, dynamic, and non-localized paradigm. The
                 new paradigm is not totally unfamiliar. Various
                 institutions have for some time been exploring
                 educational activities based on interactive software,
                 sometimes coupled with two-way interactive video for
                 distance learning. These efforts, though, have largely
                 been based on technologies that were not universally
                 available in educational settings (e.g., Sun
                 workstations) and sometimes expensive to acquire, thus
                 limiting their widespread acceptance by others.
                 Furthermore, even when the technology was fairly common
                 (e.g., PCs with Windows 95) we have noted from long
                 experience that the mere burden added onto the backs of
                 busy instructors of downloading, installing (which
                 never seems to go without some hitch), and learning one
                 more new system has hindered the widespread adoption of
                 many otherwise very fine educational software packages.
                 But all of this has now changed, and rather abruptly at
                 that. Downloading and installing software is no longer
                 much of an issue, and even the local computer platform
                 is of little importance. In short, due to the Web and
                 its related technologies it is now possible for
                 virtually any institution, large or small, to embrace
                 the new paradigm with minimal effort and cost. Indeed,
                 given the momentum of the Web, the paradigm shift may
                 be thrust upon us before we are ready to engage the
                 clutch! Numerous technologies are converging to effect
                 this paradigm shift: ``the Internet, with its global
                 computer interconnections;'' the World Wide Web,
                 providing easy access to information virtually
                 anywhere; ``browsers, such as Netscape and Internet
                 Explorer, that allow nearly transparent access to the
                 Web;'' HTML, which makes the development of universal,
                 multimedia ``hypertextbooks'' and other documents
                 possible; ``Java and the Java Virtual Machine, which
                 provide an environment for the development of platform
                 independent, interactive educational software that can
                 be delivered via the Web through standard browsers;''
                 powerful notebook computers that can easily be carried
                 to a classroom and connected to the Internet (or, if an
                 Internet connection is not available, a hard disk or CD
                 image of the relevant information) for use in a
                 lecture; ``small, eminently portable computer
                 projection systems that, too, can be transported to
                 arbitrary classrooms and connected to a computer for
                 display of computer output, allowing nearly any
                 classroom to be adapted to the new paradigm; and''
                 improved interactive two-way video systems, providing
                 for distance learning and remote student participation
                 from properly equipped lecture halls. Without question,
                 the most influential of these technologies on the
                 paradigm shift are the Web and the Java virtual
                 machine. The elimination of platform dependence as a
                 hurdle to producing good educational software systems
                 that can be widely used without hassle is indeed a
                 major achievement of profound import. We thus refer to
                 the new paradigm as the Web paradigm. There are many
                 different facets to the paradigm shift that could be
                 discussed, some possibly controversial. In the confines
                 of this paper, however, we limit ourselves to the
                 discussion of some of the implications of the Web
                 paradigm on computing education. We should clearly
                 state that our aim is not to discuss future computer
                 science curricula. Instead, our focus is on the
                 teaching and learning environment that will result from
                 the Web paradigm and---by implication---the profound
                 influence it will have on any new curriculum models. In
                 the Web paradigm, instructors will tend away from a
                 traditional lecture style towards the role of a
                 facilitator, and students will become more active in
                 exploratory learning. Any discussion of the Web
                 paradigm that did not include some exciting, dynamic
                 examples would certainly not be very satisfying. Thus,
                 the accompanying talk will be liberally sprinkled with
                 projected demonstrations of the major concepts using
                 relatively inexpensive technology available today (and
                 sure to be more accessible and affordable tomorrow).
                 So, unfasten your mindbelts and enjoy the ride!",
  acknowledgement = ack-nhfb,
  fjournal =     "SIGCSE Bulletin (ACM Special Interest Group on
                 Computer Science Education)",
  journal-URL =  "http://portal.acm.org/browse_dl.cfm?idx=J688",
}

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