NDLI: A modern approach to teaching computer organization and assembly language programming

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Volume 17, Issue 4, December 1985

A service project for an introductory artificial intelligence course

A problem of integration

A visible assembler for a course in introductory system software

More thoughts on the need for retraining to teach undergraduate computer science

Teaching structured assembler programming

A modern approach to teaching computer organization and assembly language programming

A curriculum model for a graduate degree program in systems analysis

Sorting out basic sorting algorithms

Computer science curriculum

Programming concepts and principles in the introductory computer science textbook

Chinese Rings and recursion

A method for introducing schemas

Contest problems from the 1985 ACM scholastic programming contest

Continuity of student software development in tertiary institutions

LISP language as part of "advanced programming techniques" for computer science, computer mathematics, and computer economics students

Volume 17, Issue 3, Sept. 1985

Volume 17, Issue 2, June 1985

Volume 17, Issue 1, Mar. 1985

A modern approach to teaching computer organization and assembly language programming

Content Provider	ACM Digital Library
Author	Decker, William F.
Abstract	Given technological trends toward high level programming tools, abstract data mechanisms, logical systems organization, knowledge engineering, and human interfaces, greater emphasis must today be placed on understanding how a machine and its architecture support more abstract concepts and models. The historical approach to teaching computer organization and related machine language issues has been to train students to be proficient with some particular hardware. Indeed, many such courses attempt to prepare students for careers involving particular types of computers. Our philosophy is quite different for two basic reasons. First, fewer individuals are required to be proficient machine or assembly language programmers; instead, ability to think abstractly and to employ more powerful (more conceptual) tools is demanded. Second, the rapidity with which new machine types are introduced suggests that learning any specific machine will necessarily miss the mark; instead, students must become familiar with the generic machine, that is, the conceptual machine common to almost all computer hardware designs. (Even the so-called non-Von Neuman machines are usually comprised of systems of sequential machines.) We advocate that these undergraduate courses be oriented to teaching from the framework of abstraction and concept and that the machine vehicle for the course be chosen to support this framework.
Starting Page	38
Ending Page	44
Page Count	7
File Format	PDF
ISSN	00978418
DOI	10.1145/989369.989375
Journal	ACM SIGCSE Bulletin (SGCS)
Volume Number	17
Issue Number	4
Language	English
Publisher	Association for Computing Machinery (ACM)
Publisher Date	1978-02-01
Publisher Place	New York
Access Restriction	One Nation One Subscription (ONOS)
Content Type	Text
Resource Type	Article

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