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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.

Includes bibliographical references and index

Includes bibliographical references and index

First-hand accounts of what teachers have done with students and computers in their classrooms, how students have responded, and what and how teachers have learned from these experiences are discussed in the 19 articles in this book. The articles are presented under these headings: (1) teaching writing with word processors; (2) learning to inquire through database programs (considering integrating database programs across the curriculum databases throughout and beyond a junior high school, and IMMIGRANT-a social studies simulation for AppleWorks); (3) other applications that make room for teachers (addressing microcomputer-based laboratories, filling a gap in reading comprehension programs, and musical computing); and (4) learning to program and programming to learn (discussing 3 years with Logo in a third-grade classroom, mathematics classroom problem-solving with notebook computers, enriching mathematics with computer activities, selecting a writing adventure, and other areas). Summaries of the articles are provided in an introduction. (JN)

The first volume of a three-volume report on a three-year study of the use of computers in secondary school classrooms, this document reviews the context of the research project: its organization; the basis of the research strategy employed; and the character of the schools, teachers, and students involved. The project was conducted by the education faculty at the University of Western Ontario and carried out in two networked secondary schools. The effects of computer use on classroom teaching and learning and on the structure and presentation of curricular materials were examined. The project also considered how computer practice might maximize learning opportunities and how innovative computer activities can be initiated and sustained. The project was structured to include separate investigations into the effects of computer use in several distinct subject areas, including the use of spreadsheets, and the effects of teachers' use of computers on classroom management. This volume discusses the development of the research goals, objectives, and strategy; gives an account of ministry guidelines and board policies; describes the research sites; and provides biographical sketches of participating teachers. An analysis of a student questionnaire designed to determine the student's backgrounds and computer attitudes is also provided. Twelve figures and 10 data tables display school and student statistics and the layout of the participating schools' facilities. A chronology of research activities, facsimiles of the student questionnaire, and participant consent forms are appended. (Contains 31 references.) (KRN)

This paper discusses several interrelated issues that concern four Canadian elementary school teachers who expect to be asked to introduce computer literacy into existing curriculums in the near future. Topics addressed include: (1) how teachers fit computer instruction into their existing practices; (2) status of the subject in their school; (3) principal's attitude toward the educational value of computer awareness activities; (4) ways in which teachers actually use computers (computer awareness, programming, etc.); (5) methods of computer education, including the "teach yourself" method; (6) student reactions to computer instruction, including specific software packages; (7) teacher opinion about the demands of teaching a separate computer subject; and (8) teacher needs, e.g., more time to prepare, adequate hardware, support personnel. Problems of integrating computer experiences into the curriculum are addressed and five questions are presented which illustrate the difficulty of establishing computer literacy courses in the elementary school. Finally, the topics of teacher education and preparedness are discussed, and an agenda for teacher education is proposed. It is suggested that teacher education and curriculum are closely tied, and that how the computer is conceptualized as a subject in the elementary school will have an important bearing on the agenda that is set for teacher education. A list of references is attached. (JB)

This paper discusses several interrelated issues that concern four Canadian elementary school teachers who expect to be asked to introduce computer literacy into existing curriculums in the near future. Topics addressed include: (1) how teachers fit computer instruction into their existing practices; (2) status of the subject in their school; (3) principal's attitude toward the educational value of computer awareness activities; (4) ways in which teachers actually use computers (computer awareness, programming, etc.); (5) methods of computer education, including the "teach yourself" method; (6) student reactions to computer instruction, including specific software packages; (7) teacher opinion about the demands of teaching a separate computer subject; and (8) teacher needs, e.g., more time to prepare, adequate hardware, support personnel. Problems of integrating computer experiences into the curriculum are addressed and five questions are presented which illustrate the difficulty of establishing computer literacy courses in the elementary school. Finally, the topics of teacher education and preparedness are discussed, and an agenda for teacher education is proposed. It is suggested that teacher education and curriculum are closely tied, and that how the computer is conceptualized as a subject in the elementary school will have an important bearing on the agenda that is set for teacher education. A list of references is attached. (JB)

This paper discusses several interrelated issues that concern four Canadian elementary school teachers who expect to be asked to introduce computer literacy into existing curriculums in the near future. Topics addressed include: (1) how teachers fit computer instruction into their existing practices; (2) status of the subject in their school; (3) principal's attitude toward the educational value of computer awareness activities; (4) ways in which teachers actually use computers (computer awareness, programming, etc.); (5) methods of computer education, including the "teach yourself" method; (6) student reactions to computer instruction, including specific software packages; (7) teacher opinion about the demands of teaching a separate computer subject; and (8) teacher needs, e.g., more time to prepare, adequate hardware, support personnel. Problems of integrating computer experiences into the curriculum are addressed and five questions are presented which illustrate the difficulty of establishing computer literacy courses in the elementary school. Finally, the topics of teacher education and preparedness are discussed, and an agenda for teacher education is proposed. It is suggested that teacher education and curriculum are closely tied, and that how the computer is conceptualized as a subject in the elementary school will have an important bearing on the agenda that is set for teacher education. A list of references is attached. (JB)

Includes bibliographical references and index

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)

In four chapters, this research report on computers in education examines computer hardware (the machinery) and software (or courseware, programmed instructions that tell the hardware what to do), classroom uses of computers, ways of bringing computers into the schools, and four districts that have successfully introduced computers into their schools. Chapter 1 discusses microcomputers, centrally located "mainframe" computers, and speech synthesizers. Educational courseware described includes such programs as drill and practice, simulation, tutorial, and problem-solving. Chapter 2 explains the two most significant applications of computers in schools: computer-assisted instruction (CAI) programs, which provide students a one-to-one learning environment, immediate attention, and feedback geared to abilities; and computer-managed instruction (CMI) programs, which enable teachers to monitor students' progress, diagnose problems, prescribe remedies, produce reports, and analyze curriculum effectiveness. The contributions of CAI and CMI to individualized instruction are also noted. Useful practical information for bringing computers into the classroom is considered in the next chapter, including implementation of computer literacy programs to overcome "computerphobia," evaluating and purchasing hardware and software, and integrating computers into the existing curriculum. Case studies from Illinois, Florida, Texas, and California are presented in the final chapter. (PB)

This study is to elaborate the implementation of computer and Vygotskian view of learning in an effort to explore how to properly integrate computers into the curriculum development for English language arts classroom and maximize each child's learning potential. With computers as natural tools for learning in a setting of collaborative learning environment, young children could gain the ability to carry out specific tasks that replicate real-life experiences. Through the use of computer tool and the local environment in which contains dialectical interaction relationship among peers and instructors, children effectively developed their language proficiencies and computer could be particularly useful tools for enhancing social and language skills. Classroom observation, checklist, and questionnaire were conducted to determine the study purpose. Based on the positive findings, the combination of instructional strategies is continued. (Contains 2 figures.) [In: Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2005 (pp. 2153-2157). Chesapeake, WA: AACE.]

This study is to elaborate the implementation of computer and Vygotskian view of learning in an effort to explore how to properly integrate computers into the curriculum development for English language arts classroom and maximize each child's learning potential. With computers as natural tools for learning in a setting of collaborative learning environment, young children could gain the ability to carry out specific tasks that replicate real-life experiences. Through the use of computer tool and the local environment in which contains dialectical interaction relationship among peers and instructors, children effectively developed their language proficiencies and computer could be particularly useful tools for enhancing social and language skills. Classroom observation, checklist, and questionnaire were conducted to determine the study purpose. Based on the positive findings, the combination of instructional strategies is continued. (Contains 2 figures.) [In: Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2005 (pp. 2153-2157). Chesapeake, WA: AACE.]

This study is to elaborate the implementation of computer and Vygotskian view of learning in an effort to explore how to properly integrate computers into the curriculum development for English language arts classroom and maximize each child's learning potential. With computers as natural tools for learning in a setting of collaborative learning environment, young children could gain the ability to carry out specific tasks that replicate real-life experiences. Through the use of computer tool and the local environment in which contains dialectical interaction relationship among peers and instructors, children effectively developed their language proficiencies and computer could be particularly useful tools for enhancing social and language skills. Classroom observation, checklist, and questionnaire were conducted to determine the study purpose. Based on the positive findings, the combination of instructional strategies is continued. (Contains 2 figures.) [In: Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2005 (pp. 2153-2157). Chesapeake, WA: AACE.]

This study is to elaborate the implementation of computer and Vygotskian view of learning in an effort to explore how to properly integrate computers into the curriculum development for English language arts classroom and maximize each child's learning potential. With computers as natural tools for learning in a setting of collaborative learning environment, young children could gain the ability to carry out specific tasks that replicate real-life experiences. Through the use of computer tool and the local environment in which contains dialectical interaction relationship among peers and instructors, children effectively developed their language proficiencies and computer could be particularly useful tools for enhancing social and language skills. Classroom observation, checklist, and questionnaire were conducted to determine the study purpose. Based on the positive findings, the combination of instructional strategies is continued. (Contains 2 figures.) [In: Kommers & G. Richards (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, 2005 (pp. 2153-2157). Chesapeake, WA: AACE.]

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

Reading management programs have become very popular in elementary schools. Students select a title from a prescribed reading list, then are tested for recall of facts and events in the story. Students are motivated to read as many titles as possible since they must achieve a certain score to win prizes. Although there have been reports that this increases voluntary independent reading, programs like Accelerated Reader[R] do little to increase comprehension or enhance reading instruction. Generative strategies use integration and organizational activities to increase both recall and comprehension of textual information. For this study, students were assigned two different book titles for independent reading. Using thinking maps, the students analyzed the information in the books then used these to generate test questions for a mock Accelerated Reader test. The results show marginal differences between pre and posttest scores, however there was a significant improvement when students tested each other with their own test items. In addition, students' test items were aligned with the Levels for Thinking model used by the North Carolina Department of Public Instruction for end-of-grade tests for higher level thinking. Half of the student-generated test items matched higher level thinking categories. Students were able to generate multiple choice test items, distractors, and correct answers at a high level of thinking. Three models were used to compare student-generated and criterion reference test items: Generative strategies (Wittrock), Thinking Maps (Hyerle), and Dimensions for Thinking (Marzano). (Contains 16 references.) (Author/AEF)

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

EDUC 240 - Computers in the Classroom - 2010 dumped with WikiTeam tools.

EDUC 240 - Computers in the Classroom - 2010 dumped with WikiTeam tools.

EDUC 240 - Computers in the Classroom - 2010 dumped with WikiTeam tools.

EDUC 240 - Computers in the Classroom - 2010 dumped with WikiTeam tools.

Researcher's observation on his ESL class indicates the main issues concerning the writing skills: learners' low motivation to write, minimum interaction in writing, and poor writing skills. These limitations have led them to be less confidence to write in English. This article discusses how computers can be used for the purpose of increasing students' motivation and confidence, and their writing skills, by getting them engaged in a variety of writing activities with computers, either offline or online.

This study explored elementary school teachers' personal experiences with computer usage in instruction, and identified factors related to computer usage in their own teaching. Participating in the study were 149 teachers from 15 elementary schools selected randomly from 2 counties in western New York, representing a 75 percent return rate. Respondents completed a 46-item survey on their experience and interest in the use of computers in instruction, their training on and knowledge about computers, their comfort level in using computers for teaching, and current computer usage in classroom instruction. The findings indicated that 56 percent of the teachers had prior computer experience, with 80 percent currently using computers for less than 1 hour each day. Teachers typically received training through their district, but thought that the assistance in using computers for classroom instruction did not meet their needs. Teachers were comfortable using computers and thought the computers would enhance their teaching. They tended to use computers as a tutorial aid for students, for drill and practice, and as a general tool. Teachers' computer experience and interest were correlated with their computer usage score. Their computer training and knowledge level was also correlated with computer usage. In addition, teachers' comfort level in using computers was correlated with computer usage. There were no statistically significant effects of gender or teaching experience on teachers' use of computers in the classroom. (The survey is appended. Contains 27 references.) (KB)

This study explored elementary school teachers' personal experiences with computer usage in instruction, and identified factors related to computer usage in their own teaching. Participating in the study were 149 teachers from 15 elementary schools selected randomly from 2 counties in western New York, representing a 75 percent return rate. Respondents completed a 46-item survey on their experience and interest in the use of computers in instruction, their training on and knowledge about computers, their comfort level in using computers for teaching, and current computer usage in classroom instruction. The findings indicated that 56 percent of the teachers had prior computer experience, with 80 percent currently using computers for less than 1 hour each day. Teachers typically received training through their district, but thought that the assistance in using computers for classroom instruction did not meet their needs. Teachers were comfortable using computers and thought the computers would enhance their teaching. They tended to use computers as a tutorial aid for students, for drill and practice, and as a general tool. Teachers' computer experience and interest were correlated with their computer usage score. Their computer training and knowledge level was also correlated with computer usage. In addition, teachers' comfort level in using computers was correlated with computer usage. There were no statistically significant effects of gender or teaching experience on teachers' use of computers in the classroom. (The survey is appended. Contains 27 references.) (KB)

Experimental work indicates that students learn more in less time when a computer is properly utilized in the educational process. Surveys of computer use in education and in administration in public secondary schools show that, although the number of schools using computers for instructional purposes is still small, the degree of computer use in these schools is quite high. Problem solving and electronic data processing skills are the principal classroom instructional uses; mathematics is most often the subject area taught with the assistance of a computer. Computers have shown a great ability to motivate students. They are more frequently used as an aid in instruction than as the object of instruction. Most financial support for computer programs in schools comes from the local level and is expected to continue to do so in the future. Schools that use computers for instructional purposes tend to be larger and to send more of their students on to college. Surprisingly, many schools which use computers in instructional settings have not used them previously in administration. (JY)

This study investigated preservice teachers' perceptions of the teachers' role in the classroom with computers. The following questions were investigated: (1) What are the preservice teachers' perceptions of the teachers' role in the classroom with computers, measured in terms of teacher-centeredness and student-centeredness? (2) What are the preservice teachers' perceptions of computer use once placed in the classroom with computers, measured as teacher-centered computer use and student-centered computer use? and (3) Do the preservice teachers' perceptions of the teachers' role in classrooms with computers differ from their perceptions of computer use in terms of teacher-centeredness and student-centeredness? The findings of the study showed that there was no significant difference between preservice teachers' perceptions of teacher-centered roles and their perceptions of student-centered roles in the classroom with computers. The preservice teachers perceived that they would be likely to engage in teacher-centered activities and student-centered activities on an equal basis while teaching in classrooms with computers. Nevertheless, there was a significant difference between the preservice teachers' perceived teacher-centered computer use and the student-centered computer use. The preservice teachers would be more likely to use the computer as a teacher-centered tool than as a student-centered tool. (Contains 30 references.) (MES)

This study investigated preservice teachers' perceptions of the teachers' role in the classroom with computers. The following questions were investigated: (1) What are the preservice teachers' perceptions of the teachers' role in the classroom with computers, measured in terms of teacher-centeredness and student-centeredness? (2) What are the preservice teachers' perceptions of computer use once placed in the classroom with computers, measured as teacher-centered computer use and student-centered computer use? and (3) Do the preservice teachers' perceptions of the teachers' role in classrooms with computers differ from their perceptions of computer use in terms of teacher-centeredness and student-centeredness? The findings of the study showed that there was no significant difference between preservice teachers' perceptions of teacher-centered roles and their perceptions of student-centered roles in the classroom with computers. The preservice teachers perceived that they would be likely to engage in teacher-centered activities and student-centered activities on an equal basis while teaching in classrooms with computers. Nevertheless, there was a significant difference between the preservice teachers' perceived teacher-centered computer use and the student-centered computer use. The preservice teachers would be more likely to use the computer as a teacher-centered tool than as a student-centered tool. (Contains 30 references.) (MES)

Much has been studied and written in the last several years about computer technology in the classroom, teacher training in computer applications, and teacher use of the computer in the classroom. An evaluation was conducted of a school-based computer course on classroom applications with an emphasis on science material above elementary level. The course was designed to provide teachers with a preliminary knowledge of the Macintosh computer, available software, and applications. A pre-test, post-test, and computer course evaluation was given to 19 middle school teachers in a suburban New Jersey school to determine whether a correlation exists between in-house computer training and teachers' computer use in the classroom. The findings indicate that a correlation exists and that the participants liked taking the course and now have a better understanding of how to use the computer as a teaching tool. Appendices include a request for permission from the instructor of the in-house computer class; teachers' computer assessment questionnaire, computer course assessment, and evaluation of instructor and course; and e-mail requests and responses for permission to use other scholars' related papers. (Contains 33 references.) (Author/SWC)

A number of noninstructional factors appear to determine the extent to which computers make a difference in writing instruction. Once computers have been purchased and installed, it is generally school administrators who make management decisions, often from an uninformed pedagogical orientation. Issues such as what hardware and software to buy, where to locate the computer lab, the scheduling priority for use of the computer facility, and even the replacement of teachers by computers are determined by administrative considerations rather than by teacher input. Practical implications for the writing classroom include poorly conceived computer lab design which impedes collaborative learning, frequent equipment failure, inappropriate software programs dressed up as "process" or"whole language" material, inadequate user orientation, and insufficient time for many writing activities. Moreover, school management decisions are often influenced by software suppliers and corporate sales persons. Eventually teachers must become involved in informed decision-making and insist on theoretically sound application of technology. (A handout containing a list of 12 books to assist teachers in making informed decisions about computers is attached.) (KEH)

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 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.]

Learning Matters - July 18, 1991 - computers and multimedia in the classroom

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

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

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)

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)

This report summarizes the results of a nationwide survey of teachers in grades 4 through 12 who are experienced and accomplished at integrating computers into their teaching. Of 1200 teachers who were sent the 16-page questionnaire, 608 returned completed surveys. The purpose of studying these teachers was to discover the ways in which they use computers in their classrooms, whether and how they believe their teaching has changed as a result of using computers, and the kinds of barriers and incentives that are important to them. Major findings show that these teachers: (1) are comfortable with computer technology, devote their own time to learning how to use computers, and receive local support for using them; (2) work in schools averaging more than twice the number of computers than other schools; (3) use computers for many purposes including demonstrating an idea, instruction, word processing, and promoting student-generated products; and (4) expect more from their students, are able to present more complex materials to their students, and foster more independence in the classroom. It is concluded that similar accomplishments on a wider scale may be achieved if ample technology, support, and time for teachers to learn the technology is provided, and if an academic and cultural structure exists to encourage teachers to take an experimental approach to their work. (DB)

Humans in technology classrooms have allowed themselves to become dependent on technology. Especially when the technology fails, the instructor has to fall back on non-technology driven methods to teach technology applications. Issues arise, including time use, teacher credibility, and efficiency of teaching. This paper presents experience of using narrative (both personal narrative and instructional narratives) in the technology classroom from 11 senior level technology classes. Use of narratives, humor and preparation in both technology and paper are suggested to overcome problems effectively and maintain an animated classroom learning experience even when sparks quite literally begin to fly. (Contains 18 references.) (Author/RS)

Humans in technology classrooms have allowed themselves to become dependent on technology. Especially when the technology fails, the instructor has to fall back on non-technology driven methods to teach technology applications. Issues arise, including time use, teacher credibility, and efficiency of teaching. This paper presents experience of using narrative (both personal narrative and instructional narratives) in the technology classroom from 11 senior level technology classes. Use of narratives, humor and preparation in both technology and paper are suggested to overcome problems effectively and maintain an animated classroom learning experience even when sparks quite literally begin to fly. (Contains 18 references.) (Author/RS)

In the history of education, the question of how computers were introduced into European classrooms has so far been largely neglected. This edited volume strives to address this gap. The contributions shed light on the computerization of general education from a historical perspective, by looking closely at the different actors, political rationales and ideologies, as well as financial, political, or organizational structures and relations.

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)

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)

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)

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)

Testbanking provides teachers with an effective, low-cost, time-saving opportunity to improve the testing aspect of their classes. Testbanking, which involves the use of a testbank program and a computer, allows teachers to develop and generate tests and test-forms with a minimum of effort. Teachers who test using true and false, multiple choice, matching, and short answer fill-in-the-blank formats benefit the most from testbanking. First, a teacher identifies particular instructional goals, course modules, learning objectives, or student behaviors; develops questions to test learning in these areas; and then inputs this information into the computer. When a test needs to be produced, the instructor tells the testbank what material is to be covered on the test and lets the bank select questions, and then generate and format the test. This eliminates much of the work involved in generating single tests. Students can benefit from testbanking through activities such as custom testing, re-testing, self-administration of tests, and interactive programs providing instant test feedback. For teachers, testbanking can greatly reduce the time spent on test creation. Also, many testbank programs will grade tests, produce syllabi, and store student records. When purchasing testbank software, buyers should be sure that the program includes the following: (1) a classification system allowing use of existing curricular structures; (2) ASCII (American Standard Code for Information Interchange) import/export capabilities; (3) compatible mark/sense readers and drivers if the testbank is to be used for checking tests; (4) a common database structure; and (5) options, such as graphics and network support. (PAA)

Testbanking provides teachers with an effective, low-cost, time-saving opportunity to improve the testing aspect of their classes. Testbanking, which involves the use of a testbank program and a computer, allows teachers to develop and generate tests and test-forms with a minimum of effort. Teachers who test using true and false, multiple choice, matching, and short answer fill-in-the-blank formats benefit the most from testbanking. First, a teacher identifies particular instructional goals, course modules, learning objectives, or student behaviors; develops questions to test learning in these areas; and then inputs this information into the computer. When a test needs to be produced, the instructor tells the testbank what material is to be covered on the test and lets the bank select questions, and then generate and format the test. This eliminates much of the work involved in generating single tests. Students can benefit from testbanking through activities such as custom testing, re-testing, self-administration of tests, and interactive programs providing instant test feedback. For teachers, testbanking can greatly reduce the time spent on test creation. Also, many testbank programs will grade tests, produce syllabi, and store student records. When purchasing testbank software, buyers should be sure that the program includes the following: (1) a classification system allowing use of existing curricular structures; (2) ASCII (American Standard Code for Information Interchange) import/export capabilities; (3) compatible mark/sense readers and drivers if the testbank is to be used for checking tests; (4) a common database structure; and (5) options, such as graphics and network support. (PAA)

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)