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  1. Marvin J. Croy, In Higher Education.
    A number of national educational organizations and individual authors have called for the use of information technology to radically reform higher education. Several projections of how this reformation will unfold are presented here. Three different approaches to critically assessing these projections are considered in this article, two briefly and one in more detail. Brief consideration is given to an approach based on educational values and to an approach based on cost/benefit analysis. After some discussion of the strengths and weaknesses of (...)
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  2. Marvin J. Croy, An Incrementalist View... An Incrementalist View of Proposed Uses of Information Technology.
    A number of national educational organizations and individual authors have called for the use of information technology to radically reform higher education. Several projections of how this reformation will unfold are presented here. Three different approaches to critically assessing these projections are considered in this article, two briefly and one in more detail. Brief consideration is given to an approach based on educational values and to an approach based on cost/benefit analysis. After some discussion of the strengths and weaknesses of (...)
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  3. Marvin J. Croy (2010). Teaching the Practical Relevance of Propositional Logic. Teaching Philosophy 33 (3):253-270.
    This article advances the view that propositional logic can and should be taught within general education logic courses in ways that emphasizes its practical usefulness, much beyond what commonly occurs in logic textbooks. Discussion and examples of this relevance include database searching, understanding structured documents, and integrating concepts of proof construction with argument analysis. The underlying rationale for this approach is shown to have import for questions concerning the design of logic courses, textbooks, and the general education curriculum, particularly the (...)
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  4. Marvin J. Croy (1989). Ethical Issues Concerning Expert Systems' Applications in Education. AI and Society 3 (3):209-219.
    This article traces the connection between expert systems used as consultants in medicine and their design for instructional purposes in education. It is suggested that there are important differences between these applications. Recognizing these differences leads to the view that the development of intelligent computer-assisted instructions (ICAI) should be guided by empirical research into social/psychological consequences and by ethical inquiries into the acceptability of those consequences. Three proposals are put forward: (1) that the pedagogical role of intelligent CAI be clarified, (...)
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  5. Marvin J. Croy (1986). Tribbles. Teaching Philosophy 9 (3):284-286.
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  6. Marvin J. Croy (1986). The Current State of Computer-Assisted Instruction for Logic. Teaching Philosophy 9 (4):333-350.
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  7. Marvin J. Croy (1985). Turing's Man. Teaching Philosophy 8 (3):252-253.
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  8. Marvin J. Croy (1985). Ethical Concerns in Computer-Assisted Instruction,. Metaphilosophy 16 (4):338-349.
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