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The third volume of a three-volume report on a three-year study of the use of computers in secondary school classrooms, this document explores research themes and summarizes findings and recommendations. The overall purpose of the project, which was conducted by the education faculty at the University of Western Ontario, was to examine the effects of computer use on classroom teaching and learning and on the structure and presentation of curricular materials. This report covers: (1) assumptions and practices teachers use to develop their pedagogical styles; (2) a summary of the history of educational computing in Ontario and the incorporation of computer use into provincial course guidelines; (3) the use of computers as personal tools by students and teachers; (4) the physical design of classroom environments and the search for an optimal form of computer installation; (5) the ways in which young women experience computer use differently from young men; (6) the time teachers need to become familiar with computer use and the impact of familiarity on adoption of computers in high schools; (7) issues of in-service and pre-service training; and (8) policy recommendations for consideration by school boards throughout the province, including suggestions for improved physical designs, more and better training, positive steps to combat sexism, and a renewed emphasis on computing as a means of transforming classroom teaching. (Contains 83 references.) (KRN)

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)

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

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)

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)

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.

Computer uses in the classroom is the theme topic of this journal issue. Contents include: "Emo Welzl: 1995 Leibniz Laureate" (Hartmut Wewetzer); "Learning to Read with the Aid of a Computer: Research Project with Children Starting School" (Horst Meermann); "The Multimedia School: The Comenius Pilot Project" (Tom Sperlich); "A Very Useful Piece of Equipment: Education Expert Alfons Rissberger On the Use of Computers in the Classroom"; "Farewell to Passiveness: Multimedia Project With Disadvantaged Young Persons" (Franz Piesche-Blumtritt); "Learning Via Satellite: New Paths in Inplant Training" (Hans-Christian Rofsler); "Surrounded by a Sea of Universal Knowledge: New Media Establishing Themselves in Higher Education" (Hilde Malcomess); "The Greenhouse Effect: Everybody's Talking About CO2--But What About CFCs, Methane and Near-Earth Ozone?" (Mojib Latif); "Research for the Next Millennium: Genetic Engineering and Environmental Conservation in Agriculture" (Christopher Maas & Jeff Schell); and "The Fulbright Idea." There are also six "News in Brief" articles. (MAS)

The usage and availability of calculators, computers, and related instructional materials are presented. This publication is a Know-Pak, a summary of materials and articles that is part of a series of information packets developed by the Oregon Department of Education. Topics covered include: (1) a forecast of a computer literacy crisis in American education; (2) model goals for computer education; (3) sample program course and instructional goals; (4) computer use in Oregon; (5) computer and calculator terminology; (6) calculator use in elementary schools; (7) available textbooks; (8) sample problems; and (9) lists of current computer assisted instruction projects. Annotated bibliographies on articles from the "Oregon Computing Teacher," selected summarized reports from the Oregon Council for Computer Education, and other sources of information such as publications, organizations, and people active in Oregon's computer education programs are also included. (MP)

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)

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)

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)

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)

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)

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.]

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)

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)

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.

Includes bibliographical references and index

1993-08 Chapman ED502 Teaching Reading Elementary School Portfolio Piece Computers In The Classroom Let’s Get Practical

The second volume of a three-volume report on a three-year study of the use of computers in secondary school classrooms, this document contains the principal investigators' reports in five sub-project areas. The overall purpose of the project, which was conducted by the education faculty at the University of Western Ontario, was to examine the effects of computer use on classroom teaching and learning and on the structure and presentation of curricular materials. Following a site leader's report, the five areas covered in this volume are: (1) computer aided learning in art, including themes identified through application of grounded theory methods, levels of student cognitive activity, and reports on teacher and student satisfaction; (2) computer use in the areas of technological and family studies, including levels of cognitive activity, gender-based differences, and special hardware and software needs particular to the subject areas; (3) computers in history, geography, and social studies, including the influence of subject subcultures and teaching styles, the traditions of teaching the subject, and their impact on computer use; (4) teacher use of computers for curricular and instructional management; and (5) use of spreadsheets in all classes, including levels of cognitive activity and the stages teachers and students pass through in their use of the computer. Each of these sections covers research methodology, provides recommendations, and includes references. (Contains 66 references.) (KRN)

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)

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)

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)

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)

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)

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.

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.

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)

Demonstration programs, possible assignments for students (with solutions), and remedial drill programs for students to use are presented to aid teachers using a computer or a computer terminal in the teaching of algebra. The text can be followed page by page or used as a well-indexed reference work, and specific suggestions are made on how and where to use the computer within the schools' present curriculum. Almost all topics discussed are completely self-contained. The order of major topics follows that used in the Modern Algebra series by Dolciani, Berman, and Wooton: arithmetic operations, variables, and sets; solving equations and inequalities in one variable; using the properties of equality, addition, and multiplication when solving equations; negative numbers; solving first degree equations and inequalities; operations with polynomials; and factoring. Sample programs are written using the Digital Equipment Corporation's FOCAL programing language, but they can be translated into any other interactive language that is suitable for student use. The manual is in loose-leaf form and provides a complete index. (Author/JY)

Demonstration programs, possible assignments for students (with solutions), and remedial drill programs for students to use are presented to aid teachers using a computer or a computer terminal in the teaching of algebra. The text can be followed page by page or used as a well-indexed reference work, and specific suggestions are made on how and where to use the computer within the schools' present curriculum. Almost all topics discussed are completely self-contained. The order of major topics follows that used in the Modern Algebra series by Dolciani, Berman, and Wooton: arithmetic operations, variables, and sets; solving equations and inequalities in one variable; using the properties of equality, addition, and multiplication when solving equations; negative numbers; solving first degree equations and inequalities; operations with polynomials; and factoring. Sample programs are written using the Digital Equipment Corporation's FOCAL programing language, but they can be translated into any other interactive language that is suitable for student use. The manual is in loose-leaf form and provides a complete index. (Author/JY)

Demonstration programs, possible assignments for students (with solutions), and remedial drill programs for students to use are presented to aid teachers using a computer or a computer terminal in the teaching of algebra. The text can be followed page by page or used as a well-indexed reference work, and specific suggestions are made on how and where to use the computer within the schools' present curriculum. Almost all topics discussed are completely self-contained. The order of major topics follows that used in the Modern Algebra series by Dolciani, Berman, and Wooton: arithmetic operations, variables, and sets; solving equations and inequalities in one variable; using the properties of equality, addition, and multiplication when solving equations; negative numbers; solving first degree equations and inequalities; operations with polynomials; and factoring. Sample programs are written using the Digital Equipment Corporation's FOCAL programing language, but they can be translated into any other interactive language that is suitable for student use. The manual is in loose-leaf form and provides a complete index. (Author/JY)

This paper offers a theoretical rationale for the use of technology--and particularly interactive electronic media, such as graphics-enabled word-processing programs, "talking books," e-mail, computer-assisted writing programs, and the World Wide Web--in the classroom. The rationale focuses on two aspects of literacy development: the ability to consider multiple symbolic perspectives in the process of making meaning and the ability to reflect on language. The tool of technology enables children to work with multiple sign systems simultaneously, thereby providing opportunities for them to reflect on language while constructing meaning from multiple perspectives in the social context of the classroom. How this resource is used affects literacy development in a multitude of ways. These theoretical constructs provide a foundation for suggestions for practice, presented in a series of classroom scenarios. (Contains 27 references.) (Author/NKA)

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

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)

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.]

For all students, the ability to write, to use a word-processing program, and to unite the two skills in a synergistic blend of form and content has become a key factor in achieving academic success. This book presents teachers with a framework for helping them help students achieve this success. Divided into two parts, the book provides teachers with guidance for incorporating computers into the writing classroom and for making computers "the" essential tool for writing and writing instruction. The first part of the book, "Theory and Research," discusses the theoretical underpinnings of computer-assisted writing instruction, and the second part, "Practice," features a compilation of practical suggestions for teaching writing with computers, including a wide assortment of writing lessons specifically designed to exploit the more "writer-friendly" features of the word processor. (Contains 70 references and 9 notes.) (NKA)

For all students, the ability to write, to use a word-processing program, and to unite the two skills in a synergistic blend of form and content has become a key factor in achieving academic success. This book presents teachers with a framework for helping them help students achieve this success. Divided into two parts, the book provides teachers with guidance for incorporating computers into the writing classroom and for making computers "the" essential tool for writing and writing instruction. The first part of the book, "Theory and Research," discusses the theoretical underpinnings of computer-assisted writing instruction, and the second part, "Practice," features a compilation of practical suggestions for teaching writing with computers, including a wide assortment of writing lessons specifically designed to exploit the more "writer-friendly" features of the word processor. (Contains 70 references and 9 notes.) (NKA)

For all students, the ability to write, to use a word-processing program, and to unite the two skills in a synergistic blend of form and content has become a key factor in achieving academic success. This book presents teachers with a framework for helping them help students achieve this success. Divided into two parts, the book provides teachers with guidance for incorporating computers into the writing classroom and for making computers "the" essential tool for writing and writing instruction. The first part of the book, "Theory and Research," discusses the theoretical underpinnings of computer-assisted writing instruction, and the second part, "Practice," features a compilation of practical suggestions for teaching writing with computers, including a wide assortment of writing lessons specifically designed to exploit the more "writer-friendly" features of the word processor. (Contains 70 references and 9 notes.) (NKA)

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.

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.