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>	Note to Teachers

NOTE TO TEACHERS

English teachers once resisted student use of computers, out of concern that the students' penmanship and spelling skills would be neglected. Those days are long gone. Writing classes often require the use of a computer, because it automates the presentation issues, and allows students to focus entirely on content. Handwriting is not dead - the SAT includes a handwritten essay - but it now coexists with word processing as two alternative ways to produce text, both of which students are expected to master.

We believe that introductory science classes can similarly benefit from teaching two ways to solve problems, the short problems by hand, and the harder problems by computer. Thus, Equator is intended to complement manual problem-solving, not to replace it.

For some students, Equator is the natural starting point. These students may already be accustomed to using a computer, and find handwriting to be distracting and burdensome. (See, also, the previous section on Learning Disabilities.) Others may be "rusty" at algebra, or simply anxious about it. For these students, Equator acts as "training wheels" to get them started with the physics. After they have gained confidence, they may find they can do problems faster by hand. However, they may return to the computer from time to time, when they encounter a particularly challenging problem. Students who have excellent handwriting and solid algebra skills, and who learn by writing out problems in longhand, might choose not to use Equator at all.

Many students tell us that Equator is more trouble than handwriting. Upon reflection, they will concede that Equator takes longer because it holds them to a higher standard. What they seem to be saying is that it takes longer to do a problem well using Equator, than it does to do it poorly by hand.

For you, the teacher, Equator provides an opportunity to impose higher standards and get better outcomes. You can insist that work be legible, because students who do not have good handwriting can use the computer instead. You can insist that work be complete, because Equator requires variable definitions, and shows all work. You can insist that answers be correct, because Equator provides convenient ways to check work. Eventually, you can require that students produce Equator-like work by hand.

In other words, you can have it both ways.