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Includes bibliographical references (p. 531-534) and index

Includes bibliographical references (p. 531-534) and index

Includes bibliographical references (p. 531-534) and index

This study explored elementary school teachers' personal experiences with using computers in the classroom, their present use of computers in the classroom, and their views on current computer use as compared to their preferred use in classroom instruction. A total of 149 teachers from 15 elementary schools randomly chosen from two counties in western New York participated in the study. Teachers answered a survey questionnaire on their training in, and knowledge of, computers; their comfort level in using computers for teaching; and their computer use in classroom instruction. The teachers also discussed the amount of training they would prefer to receive, their preferred comfort level in using computers in the classroom, and their preferred level of integrating computers into their teaching. Based on teachers' responses, significant differences and positive correlations were found between teachers' present computer training, level of comfort, and computer usage in the classroom as compared to their preferred training, comfort level, and usage. The questionnaire is appended. (Contains 26 references.) (SM)

Includes bibliographical references and index

Includes bibliographical references and index

Since the early 1990s, laptop computers have repeatedly been suggested as a tool to improve instruction and student learning. Meanwhile, several evaluations have shown that laptops helped to increase the amount of independent and collaborative learning. Instruction with laptops was also found to be more student-centered in many cases. However, most of these studies are based on subjective data (interviews and questionnaires) exclusively. Observational data to confirm these findings is missing. This study examines 45 lessons (24 with and 21 without laptop use) that were videotaped over the course of two and a half years in a laptop program of a German high school. It is found that when laptops are used, the use of other instructional media, particularly notebooks and the blackboard, decreases significantly. The amount of independent work if found to increase significantly, while for other forms of instruction, such as teamwork, pair work, lectures and teacher-guided discussions, no differences can be determined. The results are discussed in relation to interview and survey data gathered in the same study. (Contains 23 references.) (Author/AEF)

Since the early 1990s, laptop computers have repeatedly been suggested as a tool to improve instruction and student learning. Meanwhile, several evaluations have shown that laptops helped to increase the amount of independent and collaborative learning. Instruction with laptops was also found to be more student-centered in many cases. However, most of these studies are based on subjective data (interviews and questionnaires) exclusively. Observational data to confirm these findings is missing. This study examines 45 lessons (24 with and 21 without laptop use) that were videotaped over the course of two and a half years in a laptop program of a German high school. It is found that when laptops are used, the use of other instructional media, particularly notebooks and the blackboard, decreases significantly. The amount of independent work if found to increase significantly, while for other forms of instruction, such as teamwork, pair work, lectures and teacher-guided discussions, no differences can be determined. The results are discussed in relation to interview and survey data gathered in the same study. (Contains 23 references.) (Author/AEF)

This report analyzes computer usage in the classrooms of teachers who are at least moderately well-prepared in the use of computers for reading instruction. Data from the 1998 National Assessment of Educational Progress (NAEP) database were used to analyze the influence of computers on academic achievement. The NAEP, which is administered in 4th, 8th, and 12th grade, provides test scores as well as background information on students, their teachers, and their school administrators. This analysis considered the effect of computers in the classroom by analyzing six factors: frequent in-class computer use by trained teachers; race and ethnicity; parents' educational attainment; number of reading materials in the home; free or reduced-price lunch participation; and gender. Results indicate that students with at least weekly computer instruction by well-prepared teachers do not perform any better on the NAEP reading test than do students who have less or no computer instruction. Variables such as race, income, home environment, and parents' college attendance are all significant factors in explaining differences in reading test scores. Girls score slightly higher than boys on the NAEP reading exam in 4th and 8th grade. An appendix presents results of the statistical models. (SM)

This report analyzes computer usage in the classrooms of teachers who are at least moderately well-prepared in the use of computers for reading instruction. Data from the 1998 National Assessment of Educational Progress (NAEP) database were used to analyze the influence of computers on academic achievement. The NAEP, which is administered in 4th, 8th, and 12th grade, provides test scores as well as background information on students, their teachers, and their school administrators. This analysis considered the effect of computers in the classroom by analyzing six factors: frequent in-class computer use by trained teachers; race and ethnicity; parents' educational attainment; number of reading materials in the home; free or reduced-price lunch participation; and gender. Results indicate that students with at least weekly computer instruction by well-prepared teachers do not perform any better on the NAEP reading test than do students who have less or no computer instruction. Variables such as race, income, home environment, and parents' college attendance are all significant factors in explaining differences in reading test scores. Girls score slightly higher than boys on the NAEP reading exam in 4th and 8th grade. An appendix presents results of the statistical models. (SM)

This report analyzes computer usage in the classrooms of teachers who are at least moderately well-prepared in the use of computers for reading instruction. Data from the 1998 National Assessment of Educational Progress (NAEP) database were used to analyze the influence of computers on academic achievement. The NAEP, which is administered in 4th, 8th, and 12th grade, provides test scores as well as background information on students, their teachers, and their school administrators. This analysis considered the effect of computers in the classroom by analyzing six factors: frequent in-class computer use by trained teachers; race and ethnicity; parents' educational attainment; number of reading materials in the home; free or reduced-price lunch participation; and gender. Results indicate that students with at least weekly computer instruction by well-prepared teachers do not perform any better on the NAEP reading test than do students who have less or no computer instruction. Variables such as race, income, home environment, and parents' college attendance are all significant factors in explaining differences in reading test scores. Girls score slightly higher than boys on the NAEP reading exam in 4th and 8th grade. An appendix presents results of the statistical models. (SM)

Includes bibliographical references and index

Computer-assisted language learning (CALL) is the realization of computers in schools and universities which has potentially enhanced the language learning experience inside the classrooms. The integration of the technologies into the classroom demands that the teachers adopt a number of classroom management procedures to maintain a more learner-centered and conducive language learning environment. The current study explored the relationship between computer attitudes and behavior and instructional classroom management approaches implemented by English institute teachers. In so doing, a total of 105 male (n = 27) and female (n = 78) EFL teachers participated in this study. A computer attitude questionnaire adapted from Albirini (2006) and a Behavior and Instructional Management Scale (BIMS) adopted from Martin and Sass (2010) were benefitted from for the purpose of collecting the data. The results of the Pearson Correlation Coefficient revealed that there were no significant relationships between attitude and behavior and instructional management across gender. However, it was found that the more male teachers experience tendency toward using computers in their classes, the more teacher-centered their classes become. In addition, the more female teachers are prone to use computers in their classes, the more student-centered and lenient their classes become.

Computer-assisted language learning (CALL) is the realization of computers in schools and universities which has potentially enhanced the language learning experience inside the classrooms. The integration of the technologies into the classroom demands that the teachers adopt a number of classroom management procedures to maintain a more learner-centered and conducive language learning environment. The current study explored the relationship between computer attitudes and behavior and instructional classroom management approaches implemented by English institute teachers. In so doing, a total of 105 male (n = 27) and female (n = 78) EFL teachers participated in this study. A computer attitude questionnaire adapted from Albirini (2006) and a Behavior and Instructional Management Scale (BIMS) adopted from Martin and Sass (2010) were benefitted from for the purpose of collecting the data. The results of the Pearson Correlation Coefficient revealed that there were no significant relationships between attitude and behavior and instructional management across gender. However, it was found that the more male teachers experience tendency toward using computers in their classes, the more teacher-centered their classes become. In addition, the more female teachers are prone to use computers in their classes, the more student-centered and lenient their classes become.

This symposium includes the following papers: "Software for the Classroom: Issues in the Design of Effective Software Tools" (D. Midian Kurland); "Computers for Composing" (Janet H. Kane); "LOGO Programming and Problem Solving" (Roy D. Pea); "The Computer as Sandcastle" (Jeanne Bamberger); "Learning LOGO Together: The Social Context" (Jan Hawkins); and "Research and Design Issues Concerning the Development of Educational Software for Children" (Cynthia A. Char). The first four papers, preceded by an introduction by Karen Sheingold, are concerned with uses of the computer in the classroom. Kurland argues that tool software may be uniquely important for educators to consider for equipping students to function in this age of information. Kane describes case studies of children using word processors for writing, and comments on the similarities and differences between writing with and without computer technology. Pea discusses several different studies of children learning LOGO programming in classrooms and suggests that it may be important for educators to specify the goals they want to attain by using computers in their classrooms. Bamberger explores the use of programming with students in various musical contexts: rhythm, melody, and composition. The two remaining papers discuss the relationship between the computer and the social context of which it is part. Hawkins discusses peer collaboration as an important context for learning and describes LOGO programming as a facilitator of such collaboration. Char's paper suggests some of the variables that contribute to how software is used, as well as ways of designing software and materials to take account of classroom differences. Two discussants--James A. Levin, of the University of California at San Diego, and Joseph Glick, of the City University of New York--view this collection of papers through their own unique perspectives: Levin looks at the potential of new technology for affecting learning experiences for students and Glick brings a Piagetian developmental perspective to the research. (THC)

The computer has been in the world's mathematics classrooms for some period of time now, but with varying degrees of implementation in the promotion of student learning. In this paper we describe longitudinal research over seven years which has investigated how primary school teachers actually make use of computers in their mathematics classroom, and what they perceive to be the major obstacles to improving or extending such use. The results show that while there are now many more computers available to primary teachers and there is some change in the software used, there are still a number of key barriers to increased use of computers as mathematical learning tools. (Contain 1 figure and 4 tables.) [For complete proceedings, see ED500860.]

The computer has been in the world's mathematics classrooms for some period of time now, but with varying degrees of implementation in the promotion of student learning. In this paper we describe longitudinal research over seven years which has investigated how primary school teachers actually make use of computers in their mathematics classroom, and what they perceive to be the major obstacles to improving or extending such use. The results show that while there are now many more computers available to primary teachers and there is some change in the software used, there are still a number of key barriers to increased use of computers as mathematical learning tools. (Contain 1 figure and 4 tables.) [For complete proceedings, see ED500860.]

The Wake County Public School System, North Carolina, conducted a survey of middle school teachers regarding computer use and compared their use of computers to specific demographics: subjects taught, favored instructional purposes, age, years of teaching experience, and gender. Responses were received from 231 teachers, a response rate of 77%. Middle school teachers used computers more as their level of training increased, especially when the training addressed their specific subject areas. More frequent use was also related to specific training components, such as demonstrations and modeling or coaching and feedback. Participants' teaching areas showed a statistically significant relationship to computer use, with special education teachers most likely to use computers and physical education teachers least likely to use them. Consistent patterns with instructional approach were also evident. Teachers using a student-centered approach showed higher overall computer use. Younger teachers were more likely to use computers. Teachers also reported that having demonstrations and modeling of computer use on site increased their own instructional use of computers. Recommendations are made for continued staff development and additional training with a focus on subjects taught. The teacher survey is attached. (Contains 12 figures and 14 references.) (SLD)

The Wake County Public School System, North Carolina, conducted a survey of middle school teachers regarding computer use and compared their use of computers to specific demographics: subjects taught, favored instructional purposes, age, years of teaching experience, and gender. Responses were received from 231 teachers, a response rate of 77%. Middle school teachers used computers more as their level of training increased, especially when the training addressed their specific subject areas. More frequent use was also related to specific training components, such as demonstrations and modeling or coaching and feedback. Participants' teaching areas showed a statistically significant relationship to computer use, with special education teachers most likely to use computers and physical education teachers least likely to use them. Consistent patterns with instructional approach were also evident. Teachers using a student-centered approach showed higher overall computer use. Younger teachers were more likely to use computers. Teachers also reported that having demonstrations and modeling of computer use on site increased their own instructional use of computers. Recommendations are made for continued staff development and additional training with a focus on subjects taught. The teacher survey is attached. (Contains 12 figures and 14 references.) (SLD)

This study assessed whether or not classroom-based micro-computer applications can help improve students' performance on standardized tests, and which subject areas such programs are most effective in for fourth graders in two Mississippi schools. The Teaching and Learning with Computers (TLC) program placed a local area network in the school with networked computers and a printer in each class in grades 2 through 5. Stanford Achievement Test scores for students at both schools were analyzed for spring 1991 and spring 1992. For School A, scores for 105 students represented pretest and posttest values, and scores for 231 students in School B served as controls. An analysis of variance was used to test for significant growth for each subtest and the total battery of the achievement test. Findings suggested that the TLC program had the effect of raising mathematics scores at School A. Mathematics was the only area in which post-TLC scores were significantly higher in the between-schools and within-school analyses. Teachers indicated that the mathematics courseware was used more than the courseware for other disciplines because it was the most appropriate for the existing curriculum. On the total battery, School A raised its mean score 8.87 points, a significant change. Overall, data suggest that the TLC program did have a favorable impact on the standardized test scores. Three tables present study data. (Contains 12 references.) (SLD)

Four students working on computers in elementary school classroom. One student is pointing at circles on the computer screen.

Designed to introduce social studies teachers to computers and to suggest ideas for their potential applications in social studies classrooms, this booklet is arranged in various sections. One section describes the origins of the modern computer, another defines computer terminology, and two sections explain computer hardware and computer software. Another section discusses three major ways in which computers are being used in schools. The first is computer assisted educational management systems which are designed to provide the evaluation of entering students, prescription formulating, individualization of instruction, record keeping, curriculum development, and evaluation. Second, computer assisted instruction (CAI) is being widely used. Drill and practice, tutorial help, simulations, inquiry modes (these allow students to ask questions within the context of the lesson), problem solving, and computerized games are common varieties of CAI. And third, computers are being used in what is called computer assisted learning. Students use the computer as an aid in solving problems, reviewing, and evaluating their progress. The booklet discusses training teachers to use a computer. Instructional software for teachers is cited. A sample lesson, "Election Projections," for using computers in the social studies classroom is provided. The booklet ends with a discussion of what the future holds. The results of a national survey to assess the use of computers in public elementary and secondary schools are also provided. A bibliography is included. (Author/RM)

This ethnographic study investigated how first grade students used handheld computers to learn in collaboration with others throughout the learning process. This research focused specifically on how the use of handheld computers impacts students' learning outcomes and relates to technology standards. A qualitative methodology was used to capture detailed descriptions of 23 first grade students' experiences, attitudes, beliefs, and interactions while they used handheld computing devices to learn. Data collection included observations, interviews, and student artifacts. The researcher observed students while they used handheld computers to learn. She also conducted informal small group interviews to capture the students' and teacher's perspectives. The researcher collected and analyzed student artifacts which included items from the students' handheld computers, items beamed from one handheld computer to another, and documents they created on paper as a result of work completed on the handheld computer. Documents were assessed according to content standards and technology standards. The results are that students achieved learning outcomes while using handheld computers. The students learned content through collaboration with others. The students also met technology standards through individual discovery and collaborating with peers. The researcher stated five conclusions. Handheld computers facilitated collaborative learning which in turn helped the students learn content and meet technology standards. The students themselves said that the handheld computers helped them learn content and technology. The teacher's role is critically important as a facilitator in providing support for helping students learn to use the handheld computers. The discovery approach of teaching students how to use the handheld computers leads to independent learning. This study is significant for several reasons. This study supports and extends various studies. The students learned how to use the handheld computers in a holistic nature. Students used reflective thinking about their use of technology. This study contributes to the expanding group of researchers who are looking at technology and learning using a qualitative approach. The following appended: (1) Technology Foundation Standards for Students; (2) ISTE Performance Indicators for Technology-Literate Students Grades PreK-2; (3) Writing Rubric (K-12); (4) Reading Response Rubric (K-12); (5) Mathematics Rubric (K-12); (6) Seven Goals for the Design of Constructivist Learning Environments; (7) Comparison of Handheld Computers, Laptops, and Desktops; (8) Contact Letter From the Principal; (9) Contact Letter; (10) Permission for Conducting the Study; (11) Signs of Spring Lesson Plan; (12) Signs of Spring Writing Rubric; (13) Field Notes; (14) Interview Guide; (15) Handheld Contract and Permission Form; (16) Handheld Contract Between Student and School; (17) Rubric Used to Assess Content and Conventions in First Grade Writing; and (18) Mathematics Task Specific Rubric--Grade 1--Second Quarter Task. (Contains 7 tables and 21 figures.) [Ph.D. Thesis, Drexel University, Philadelphia, PA.]

A review of the literature on the use of calculators and computers in instruction is presented. Topics covered include: (1) statements of goals for the instructional use of calculators and computers; (2) position statements; (3) computer manpower supply and demand; (4) a technical overview; (5) calculators in elementary schools; (6) computers in high school education; (7) computer science courses for teachers; (8) a selection of articles from the Oregon Council for Computer Education; (9) a review of "Creative Computing Magazine"; and (10) a listing of information sources. (MP)

A review of the literature on the use of calculators and computers in instruction is presented. Topics covered include: (1) statements of goals for the instructional use of calculators and computers; (2) position statements; (3) computer manpower supply and demand; (4) a technical overview; (5) calculators in elementary schools; (6) computers in high school education; (7) computer science courses for teachers; (8) a selection of articles from the Oregon Council for Computer Education; (9) a review of "Creative Computing Magazine"; and (10) a listing of information sources. (MP)

A review of the literature on the use of calculators and computers in instruction is presented. Topics covered include: (1) statements of goals for the instructional use of calculators and computers; (2) position statements; (3) computer manpower supply and demand; (4) a technical overview; (5) calculators in elementary schools; (6) computers in high school education; (7) computer science courses for teachers; (8) a selection of articles from the Oregon Council for Computer Education; (9) a review of "Creative Computing Magazine"; and (10) a listing of information sources. (MP)

A review of the literature on the use of calculators and computers in instruction is presented. Topics covered include: (1) statements of goals for the instructional use of calculators and computers; (2) position statements; (3) computer manpower supply and demand; (4) a technical overview; (5) calculators in elementary schools; (6) computers in high school education; (7) computer science courses for teachers; (8) a selection of articles from the Oregon Council for Computer Education; (9) a review of "Creative Computing Magazine"; and (10) a listing of information sources. (MP)

A review of the literature on the use of calculators and computers in instruction is presented. Topics covered include: (1) statements of goals for the instructional use of calculators and computers; (2) position statements; (3) computer manpower supply and demand; (4) a technical overview; (5) calculators in elementary schools; (6) computers in high school education; (7) computer science courses for teachers; (8) a selection of articles from the Oregon Council for Computer Education; (9) a review of "Creative Computing Magazine"; and (10) a listing of information sources. (MP)

Microcomputers were introduced into the Scotia Union School District in rural northern California in 1979 when the district superintendent-principal proposed using part of a "forest reserve grant" from the United States Forest Service in California to purchase two microcomputers, one for use in the special education classroom and the other for use in the school office. The paper details the evolution of the acceptance of microcomputers by faculty, students, and the community until the fall of 1984, when there were 15 computers in use in the school. In a 5-year period, the school had gone from being totally untouched by computer technology to having a reputation as one of the leading rural users of microcomputers in the state of California. This assessment of the conditions which led to the expansion of computer technology in Scotia provides insight into that process as it might occur in other rural settings. The case study includes discussions of the community setting; the growth of computer usage in Scotia; its impact on teaching and learning; and future prospects. (THC)

Designed for use by educators trying to establish or find networks providing access to educational computing information and avenues for the exchange of ideas and experiences, this guide brings together and describes several different types of resources to provide a base from which other contacts can be made. The resources listed focus on instructional computing in classrooms and instructional media centers; they include journal articles, ERIC documents, books, instructional programs, computer organizations, computer journals, and Department of Public Instruction (DPI) consultants. Many of the programs described were funded as ESEA Title IV projects and others were recommended by DPI subject consultants; except for those programs which are part of the National Diffusion Network, they have not undergone a formal validation process. (LMM)

How is technology being integrated to the extent possible toward the goals of improving teaching and learning? Research suggests that teachers will be more likely to try new methods of teaching if certain conditions exist. It is not known which conditions are more likely to influence a teacher's decision to integrate technology into the curriculum. Accordingly, the purpose of this study was to investigate the relationships between technology adoption and conditions such as available resources to support the use of technology, teachers' attitudes toward technology, and adequacy of professional development. Data to address the specific research questions were obtained from secondary-level teachers (n = 144) from a suburban school district who participated in professional development and responded to a survey designed for this study. Among other findings, analyses revealed that professional development and available resources were significantly related to technology adoption. Recommendations based on the findings, including implications for professional development, are discussed.

A series of three courses developed by the Northwest Regional Educational Laboratory is illustrative of materials designed to meet the needs of teachers and administrators for pre- and in-service computer science education. These courses can employ experienced outside consultants, stress the use of conversational language, and provide hands-on experience with the computer; they were created by the Laboratory's Relevant Educational Applications for Computer Technology (REACT) Program. The first course is aimed at both teachers and administrators and covers basic computer concepts and uses, along with their social impact. The second unit in the series is for teachers and deals primarily with the instructional functions of computers, while the final course is intended for administrators and examines a variety of fundamental administrative data processing applications. (PB)

In recent years, several attempts have been made to reform instructional practices in the Moroccan educational system, marking the turn of the new millennium as a unique historical period pregnant with potential, aspirations and challenges. In light of the spirit of this millennium, the present paper aims to report a study that investigated secondary education teachers' attitudes towards ICT implementation in the El-Jadida province as well as the barriers that hinder the spread of ICT use for teaching purposes. Drawing on the technology acceptance model, the study used a mixed-methods approach for data collection and reputational sampling to select interview participants. In juxtaposition, the results obtained from both data sets identified several conflicts between teachers' behavioral readiness to utilize ICT in the classroom and a range of barriers that slow down the process of ICT integration. Despite teachers' positive attitudes towards ICT, it is still largely underused. The study found that this is mainly ascribable to curricular, infrastructural and logistical barriers that have to be removed to boost teachers' attitudes and encourage them to use ICT in the classroom. The study has several implications for theory, research, teacher professional development, and practice.

In recent years, several attempts have been made to reform instructional practices in the Moroccan educational system, marking the turn of the new millennium as a unique historical period pregnant with potential, aspirations and challenges. In light of the spirit of this millennium, the present paper aims to report a study that investigated secondary education teachers' attitudes towards ICT implementation in the El-Jadida province as well as the barriers that hinder the spread of ICT use for teaching purposes. Drawing on the technology acceptance model, the study used a mixed-methods approach for data collection and reputational sampling to select interview participants. In juxtaposition, the results obtained from both data sets identified several conflicts between teachers' behavioral readiness to utilize ICT in the classroom and a range of barriers that slow down the process of ICT integration. Despite teachers' positive attitudes towards ICT, it is still largely underused. The study found that this is mainly ascribable to curricular, infrastructural and logistical barriers that have to be removed to boost teachers' attitudes and encourage them to use ICT in the classroom. The study has several implications for theory, research, teacher professional development, and practice.

The use of computers in the writing classroom changes the actual activities used in class, adapting some present activities and creating new paradigm activities, and also changes the arrangement of the classroom, forcing a radical rethinking of spatial design. The computer classroom is not a passive room, one where information goes out from the teacher to passive receptors; it is an active room where the information flows from writer to computer to readers in the room or on the network. Computers in the classroom change the location of authority, directing focus away from the teacher and the chalkboard and onto the screen, onto the text generated on the computer. In this setting, the teacher acts as facilitator, helping the information flow. Finally, computers in the classroom change the way teachers teach, encouraging veteran teachers to reconsider old ways of teaching composition while they cope with the new technology. (Two appendixes containing illustrations of computer classroom designs and a capsulated comparison between the traditional and computer classrooms are attached.) (KEH)

The use of computers in the writing classroom changes the actual activities used in class, adapting some present activities and creating new paradigm activities, and also changes the arrangement of the classroom, forcing a radical rethinking of spatial design. The computer classroom is not a passive room, one where information goes out from the teacher to passive receptors; it is an active room where the information flows from writer to computer to readers in the room or on the network. Computers in the classroom change the location of authority, directing focus away from the teacher and the chalkboard and onto the screen, onto the text generated on the computer. In this setting, the teacher acts as facilitator, helping the information flow. Finally, computers in the classroom change the way teachers teach, encouraging veteran teachers to reconsider old ways of teaching composition while they cope with the new technology. (Two appendixes containing illustrations of computer classroom designs and a capsulated comparison between the traditional and computer classrooms are attached.) (KEH)

This paper discusses the development of effective staff development programs to support use of computer technology in the elementary school classroom. Elements discussed include strategies to reach reluctant technology users, and suggestions for getting started with such a program. The paper also presents the findings of a survey study exploring fourth-grade teachers' knowledge in using computer technology in general as well as using computers in the classroom to support the English Language Arts standards. Participating in the study were 11 fourth-grade teachers in a public school in Orange County, New York. Teachers completed a 10-item survey assessing their use of technology, the availability of technology, and knowledge of the English Language Arts standards. Responses suggested that teachers with the most experience teaching were the least likely to use computers regularly and were more likely to feel unprepared to use computers. Relatively new teachers had more confidence in their ability to use technology to support the curriculum as well as to support the English Language Arts standards. Both experienced and less experienced teachers agreed that their district provided inadequate technology training. All teachers were familiar with the English Language Arts standards, and their examples illustrated the use of computers to support these standards. Most teachers recommended ongoing support in the use of computers in the classroom and thought that they were expected to donate too much of their own free time to learning the new tools. (Contains 13 references.) (KB)

Many students still leave school without a good grasp of basic literacy, despite the negative implications for future educational and labour market outcomes. We evaluate a programme that involves changing how resources are used within classrooms to reinforce the teaching of literacy. Specifically, the programme involves training teaching assistants to deliver a tightly structured package of materials to groups of young children. Further, we compare the effectiveness of computer-aided instruction using available software with the paper equivalent. We implement the experiment in the context of a Randomised Control Trial in English schools. Both interventions have a short-term impact on children's reading scores, although the effect is bigger for the paper intervention and more enduring in the subsequent year. This paper shows how teaching assistants can be used to better effect within schools, and at a low cost.

Many students still leave school without a good grasp of basic literacy, despite the negative implications for future educational and labour market outcomes. We evaluate a programme that involves changing how resources are used within classrooms to reinforce the teaching of literacy. Specifically, the programme involves training teaching assistants to deliver a tightly structured package of materials to groups of young children. Further, we compare the effectiveness of computer-aided instruction using available software with the paper equivalent. We implement the experiment in the context of a Randomised Control Trial in English schools. Both interventions have a short-term impact on children's reading scores, although the effect is bigger for the paper intervention and more enduring in the subsequent year. This paper shows how teaching assistants can be used to better effect within schools, and at a low cost.

Many students still leave school without a good grasp of basic literacy, despite the negative implications for future educational and labour market outcomes. We evaluate a programme that involves changing how resources are used within classrooms to reinforce the teaching of literacy. Specifically, the programme involves training teaching assistants to deliver a tightly structured package of materials to groups of young children. Further, we compare the effectiveness of computer-aided instruction using available software with the paper equivalent. We implement the experiment in the context of a Randomised Control Trial in English schools. Both interventions have a short-term impact on children's reading scores, although the effect is bigger for the paper intervention and more enduring in the subsequent year. This paper shows how teaching assistants can be used to better effect within schools, and at a low cost.

Many students still leave school without a good grasp of basic literacy, despite the negative implications for future educational and labour market outcomes. We evaluate a programme that involves changing how resources are used within classrooms to reinforce the teaching of literacy. Specifically, the programme involves training teaching assistants to deliver a tightly structured package of materials to groups of young children. Further, we compare the effectiveness of computer-aided instruction using available software with the paper equivalent. We implement the experiment in the context of a Randomised Control Trial in English schools. Both interventions have a short-term impact on children's reading scores, although the effect is bigger for the paper intervention and more enduring in the subsequent year. This paper shows how teaching assistants can be used to better effect within schools, and at a low cost.

Many students still leave school without a good grasp of basic literacy, despite the negative implications for future educational and labour market outcomes. We evaluate a programme that involves changing how resources are used within classrooms to reinforce the teaching of literacy. Specifically, the programme involves training teaching assistants to deliver a tightly structured package of materials to groups of young children. Further, we compare the effectiveness of computer-aided instruction using available software with the paper equivalent. We implement the experiment in the context of a Randomised Control Trial in English schools. Both interventions have a short-term impact on children's reading scores, although the effect is bigger for the paper intervention and more enduring in the subsequent year. This paper shows how teaching assistants can be used to better effect within schools, and at a low cost.

Mobile computing technology has proliferated across university campuses with the goals of enhancing student learning outcomes and making courses more accessible. An increasing amount of research has been conducted about mobile computing's benefits in classroom settings. Yet, the research is still in its infancy. The purpose of this paper is to add to the base of knowledge related to business student attitudes and opinions about laptop technology, particularly passive versus required use in the classroom. Implications of this study's results will provide value to pedagogical policy makers, business educators, and mobile computing developers. Attitudinal and demographic survey data was collected from a sample of business students regarding the use of laptops in the classroom. Attitudinal data were derived from questions about course design, general laptop satisfaction, and potential benefits of laptop use, in addition to demographic and categorical data. Descriptive statistics are presented in addition to some statistical comparisons across demographic and categorical segments of the sample.

Mobile computing technology has proliferated across university campuses with the goals of enhancing student learning outcomes and making courses more accessible. An increasing amount of research has been conducted about mobile computing's benefits in classroom settings. Yet, the research is still in its infancy. The purpose of this paper is to add to the base of knowledge related to business student attitudes and opinions about laptop technology, particularly passive versus required use in the classroom. Implications of this study's results will provide value to pedagogical policy makers, business educators, and mobile computing developers. Attitudinal and demographic survey data was collected from a sample of business students regarding the use of laptops in the classroom. Attitudinal data were derived from questions about course design, general laptop satisfaction, and potential benefits of laptop use, in addition to demographic and categorical data. Descriptive statistics are presented in addition to some statistical comparisons across demographic and categorical segments of the sample.

Mobile computing technology has proliferated across university campuses with the goals of enhancing student learning outcomes and making courses more accessible. An increasing amount of research has been conducted about mobile computing's benefits in classroom settings. Yet, the research is still in its infancy. The purpose of this paper is to add to the base of knowledge related to business student attitudes and opinions about laptop technology, particularly passive versus required use in the classroom. Implications of this study's results will provide value to pedagogical policy makers, business educators, and mobile computing developers. Attitudinal and demographic survey data was collected from a sample of business students regarding the use of laptops in the classroom. Attitudinal data were derived from questions about course design, general laptop satisfaction, and potential benefits of laptop use, in addition to demographic and categorical data. Descriptive statistics are presented in addition to some statistical comparisons across demographic and categorical segments of the sample.

This guide on technology gives parents and community members an understanding of how information technology is an essential part of children's education in Vermont's schools. The first section provides an overview of technology, including: using technology to collect, share, and analyze information in ways that were impossible ten years ago: changes in teaching styles and the ability to accommodate a greater range of learning styles; broadening learning opportunities; the importance of technology skills for employability and citizenship; and using technology to interest children in learning. Areas for parents and community members to examine in order to become involved are suggested in the second section, including questions about technology planning. standards, use of software to promote creativity and problem-solving, access to technology, and Internet policy. Also included are: a glossary; examples of the use of technology for a weather watch activity, redrafting and simulations, music composition, and history instruction; a chart showing the "how" and "why" of several examples of the use of technology; and a list of print and World Wide Web resources. (MES)

The staff of the Mathematics and Computer Science Department at Lansing Community College (LCC), in Michigan, has developed a unique combination of techniques for course support. These techniques have been incorporated into an 11-week course, "Introduction to Computers," which meets for 4 hours of lecture each week, and provides hands-on experience in the computer laboratory using popular computer applications, involving operating systems, word processing, and desktop publishing. The computer laboratory has helped both students and faculty who lack experience with computers to gain valuable skills and confidence. One of the more popular assignments in the course unit on communications uses an electronic bulletin board system. Students produce written introductions of themselves, vote on discussion topics, and undertake conferencing entirely through electronic mail. Another valuable course exercise is the term paper, which is written in four stages, and which makes extensive use of the desk-top publishing program for title page development, bibliographic references, and text design. Students are given access to the computer as members of a class group. All files are stored on a central file server. While the instructor has access to all student files at all times, students cannot access each other's accounts but can access a common collection of files referred to as the "class library." The structure of the system allows the instructor to post messages for the students, to quickly assess how often students have accessed their files (to chart student progress), and to collect and correct course assignments electronically. The techniques and tools used in the course can be applied to other subjects as well. (PAA)

2002 Pepperdine OMAET EDC638 Action Research Project 2001 2002 “ Why Computers Don’t Belong In The Classroom Interview With Clifford Stoll" [article]

2002 Pepperdine OMAET EDC638 Action Research Project 2001 2002 “ Why Computers Don’t Belong In The Classroom Interview With Clifford Stoll" [article]

Improvements in portable computing technology and examples of successful pilot programs using laptop computers and other portables have inspired many K-12 schools to consider laptops for their students. In a study of Anytime Anywhere Learning, commissioned by Microsoft (published as the Rockman Report), five models were identified of laptop use currently in place at the K-12 level: concentrated, where each student has his/her own laptop for use at home or in school; class set, where a school-purchased classroom set is shared among teachers; dispersed, where in any given classroom there are students with and without laptops; desktop, where each classroom is permanently assigned a few laptops for students to share; and mixed, which is some combination of these models. While the future of mobile computing in K-12 education is still uncertain, and though solutions of cost, technical support needs, security, and equitable access remain challenges for many schools, many with laptop programs remain positive and enthusiastic about the changes observed and benefits their students derive from access to portable computers. Although many laptop programs are new and studies are still in progress, research has shown educational benefits from the use of laptops, particularly with respect to increasing student motivation and creating more student-centered classrooms. (Contains 21 references.) (AEF)