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This publication provides information on implementation of an integrated learning system for computer-assisted instruction (CAI) in adult learning environments. The first of the document's nine chapters is an introduction to computer-delivered instruction that addresses the appropriateness of computers in instruction and types of CAI activities. The focus of chapter II is on use of CAI in adult learning environments. It discusses characteristics particularly relevant to adult learners regarding the use of CAI and computer use with adults. Chapter III discusses differences between stand-alone and integrated learning systems. Some examples of integrated learning systems are listed. Chapter IV addresses the question of whether computers will eventually replace teachers. Strengths and weaknesses of teachers and computers are listed and an optimum scenario is described. Chapter V outlines a process for selecting an appropriate cost-effective integrated learning system. Suggested specifications for management software, curriculum software, and hardware are detailed. Chapter VI lists categories and characteristics that might be considered in addition to the specifications presented in chapter V. Chapter VII addresses some typical implementation questions that will arise as CAI is introduced. Evaluation is discussed in chapter VIII, and the final chapter offers a brief conclusion. Appendixes include the following materials: a chart showing selected integrated learning systems, software evaluation criteria, sources of computer information, and computer terminology definitions. Contains 21 references. (YLB)

This publication provides information on implementation of an integrated learning system for computer-assisted instruction (CAI) in adult learning environments. The first of the document's nine chapters is an introduction to computer-delivered instruction that addresses the appropriateness of computers in instruction and types of CAI activities. The focus of chapter II is on use of CAI in adult learning environments. It discusses characteristics particularly relevant to adult learners regarding the use of CAI and computer use with adults. Chapter III discusses differences between stand-alone and integrated learning systems. Some examples of integrated learning systems are listed. Chapter IV addresses the question of whether computers will eventually replace teachers. Strengths and weaknesses of teachers and computers are listed and an optimum scenario is described. Chapter V outlines a process for selecting an appropriate cost-effective integrated learning system. Suggested specifications for management software, curriculum software, and hardware are detailed. Chapter VI lists categories and characteristics that might be considered in addition to the specifications presented in chapter V. Chapter VII addresses some typical implementation questions that will arise as CAI is introduced. Evaluation is discussed in chapter VIII, and the final chapter offers a brief conclusion. Appendixes include the following materials: a chart showing selected integrated learning systems, software evaluation criteria, sources of computer information, and computer terminology definitions. Contains 21 references. (YLB)

This publication provides information on implementation of an integrated learning system for computer-assisted instruction (CAI) in adult learning environments. The first of the document's nine chapters is an introduction to computer-delivered instruction that addresses the appropriateness of computers in instruction and types of CAI activities. The focus of chapter II is on use of CAI in adult learning environments. It discusses characteristics particularly relevant to adult learners regarding the use of CAI and computer use with adults. Chapter III discusses differences between stand-alone and integrated learning systems. Some examples of integrated learning systems are listed. Chapter IV addresses the question of whether computers will eventually replace teachers. Strengths and weaknesses of teachers and computers are listed and an optimum scenario is described. Chapter V outlines a process for selecting an appropriate cost-effective integrated learning system. Suggested specifications for management software, curriculum software, and hardware are detailed. Chapter VI lists categories and characteristics that might be considered in addition to the specifications presented in chapter V. Chapter VII addresses some typical implementation questions that will arise as CAI is introduced. Evaluation is discussed in chapter VIII, and the final chapter offers a brief conclusion. Appendixes include the following materials: a chart showing selected integrated learning systems, software evaluation criteria, sources of computer information, and computer terminology definitions. Contains 21 references. (YLB)

This paper reports on recent research in human-computer interactions, gives examples of some of the most promising uses of educational technology, and categorizes the effective and ineffective applications. The purpose of this paper is to provoke discussion about the problems and the potential benefits of computer use among young people. With a focus on the elements of audience, interactivity, and creative integration, the paper discusses the educational possibilities offered uniquely by the computer, arguing that the computer's greatest potential--its ability to draw out students' creativity--is being neglected. The discussion begins by acknowledging the down-side to computer-enhanced learning. The purpose is not to argue for the abandonment of educational technology, but to encourage a more tempered view. The next section proposes types of computer activities that may be particularly valuable for college-level students. Examples of promising educational technology applications are given, and the development of some original material relating to this topic is described. The paper concludes with some personal reflections from a parent's perspective. (AEF)

This paper reports on recent research in human-computer interactions, gives examples of some of the most promising uses of educational technology, and categorizes the effective and ineffective applications. The purpose of this paper is to provoke discussion about the problems and the potential benefits of computer use among young people. With a focus on the elements of audience, interactivity, and creative integration, the paper discusses the educational possibilities offered uniquely by the computer, arguing that the computer's greatest potential--its ability to draw out students' creativity--is being neglected. The discussion begins by acknowledging the down-side to computer-enhanced learning. The purpose is not to argue for the abandonment of educational technology, but to encourage a more tempered view. The next section proposes types of computer activities that may be particularly valuable for college-level students. Examples of promising educational technology applications are given, and the development of some original material relating to this topic is described. The paper concludes with some personal reflections from a parent's perspective. (AEF)

Computer instruction can offer particular benefits to the Indian child. Computer use emphasizes the visual facets of learning, teaches language based skills needed for higher education and careers, and provides types of instruction proven effective with Indian children, such as private self-testing and cooperative learning. The Hupa, Yurok, Karuk, and Tolowa tribes have found a cooperative learning methodology effective in teaching reading and writing, and have developed a computer curriculum for cooperative learning. These tribes have installed their own phonetic alphabet, Unifon, on the Macintosh computer, and have produced bilingual instructional materials. In one project, part of a bilingual field experience for teacher credential candidates, students in grades 3 through 8 used the computer to produce bilingual natural history dictionaries in Hupa/English and Yurok/English. Working in teams of two or three, students wrote what they knew about particular plants and animals, translated their sentences into English, and designed page layouts. Older children served as role models for younger children, who could feel more comfortable about their contributions, knowing they were making guided choices. The teacher served as supervisor and resource. The Macintosh computer has the unique capacity of installing extra fonts, sets of characters. Any software program with a font menu can be used to write a bilingual text. This paper includes a list of Macintosh software programs, identifying skill areas and educational level for each. 14 references. (SV)

"Art Is" "Learning Matters Technology Corner" 3/11/1993 Fred D'Ignazio North American Film Partners

Learning With Computers A Demonstration Disk (The Continental Press) side B

Learning With Computers A Demonstration Disk (The Continental Press) side A

The purpose of this study was to assess the attitudes toward learning about and working with computers of Universiti Teknologi MARA (UiTM), Shah Alam students. Attitudes were studied in an attempt to ascertain factors such as anxiety, confidence, liking and, usefulness at the university level. A total of 300 students at various stages of education from diploma to doctoral degrees participated in this study. Questionnaires were distributed to students and completed ones (100%) were collected by two research assistants. The instrument used was a questionnaire designed by Loyd and Gressard (1984). The questionnaire solicited demographic information, and 40 questions or statements structured on a scale of one to four. They were then utilized to measure attitudes toward learning about and working with computers. Data were analyzed using SPSS version 11.0 for frequencies, mean, standard deviation and, cross tabulation. The results suggested that UiTM Shah Alam students, especially the female students, have positive attitudes toward learning about and working with computers.

This article, by the IBM (International Business Machines) program manager for the Institute for Academic Technology (IAT), is premised on the idea that the use of computers can help address many of the issues facing undergraduate education today. Computers in the classroom can enrich both teaching and learning. The IBM personal computer and the associated Advanced Academic System for faculty allow educators to put together video, still images, text, voice, music, and graphics for classroom presentations. Computer technology allows college faculty to keep pace with the individual needs of students and prepare them for real-world jobs. Positive changes in teaching are made possible through computers, which can benefit nearly every aspect of faculty work. Examples are given of computer assisted instruction, computer assisted testing, and computer managed instruction. The many benefits make the instructor's time spent in learning computer use well worth it, particularly since one need not be a computer wizard to use the technology. The rapid evolution of innovative educational technology provides educators with the tools they need to stimulate and assist today's learner. (SLD)

This article, by the IBM (International Business Machines) program manager for the Institute for Academic Technology (IAT), is premised on the idea that the use of computers can help address many of the issues facing undergraduate education today. Computers in the classroom can enrich both teaching and learning. The IBM personal computer and the associated Advanced Academic System for faculty allow educators to put together video, still images, text, voice, music, and graphics for classroom presentations. Computer technology allows college faculty to keep pace with the individual needs of students and prepare them for real-world jobs. Positive changes in teaching are made possible through computers, which can benefit nearly every aspect of faculty work. Examples are given of computer assisted instruction, computer assisted testing, and computer managed instruction. The many benefits make the instructor's time spent in learning computer use well worth it, particularly since one need not be a computer wizard to use the technology. The rapid evolution of innovative educational technology provides educators with the tools they need to stimulate and assist today's learner. (SLD)

This article, by the IBM (International Business Machines) program manager for the Institute for Academic Technology (IAT), is premised on the idea that the use of computers can help address many of the issues facing undergraduate education today. Computers in the classroom can enrich both teaching and learning. The IBM personal computer and the associated Advanced Academic System for faculty allow educators to put together video, still images, text, voice, music, and graphics for classroom presentations. Computer technology allows college faculty to keep pace with the individual needs of students and prepare them for real-world jobs. Positive changes in teaching are made possible through computers, which can benefit nearly every aspect of faculty work. Examples are given of computer assisted instruction, computer assisted testing, and computer managed instruction. The many benefits make the instructor's time spent in learning computer use well worth it, particularly since one need not be a computer wizard to use the technology. The rapid evolution of innovative educational technology provides educators with the tools they need to stimulate and assist today's learner. (SLD)

This article, by the IBM (International Business Machines) program manager for the Institute for Academic Technology (IAT), is premised on the idea that the use of computers can help address many of the issues facing undergraduate education today. Computers in the classroom can enrich both teaching and learning. The IBM personal computer and the associated Advanced Academic System for faculty allow educators to put together video, still images, text, voice, music, and graphics for classroom presentations. Computer technology allows college faculty to keep pace with the individual needs of students and prepare them for real-world jobs. Positive changes in teaching are made possible through computers, which can benefit nearly every aspect of faculty work. Examples are given of computer assisted instruction, computer assisted testing, and computer managed instruction. The many benefits make the instructor's time spent in learning computer use well worth it, particularly since one need not be a computer wizard to use the technology. The rapid evolution of innovative educational technology provides educators with the tools they need to stimulate and assist today's learner. (SLD)

This article, by the IBM (International Business Machines) program manager for the Institute for Academic Technology (IAT), is premised on the idea that the use of computers can help address many of the issues facing undergraduate education today. Computers in the classroom can enrich both teaching and learning. The IBM personal computer and the associated Advanced Academic System for faculty allow educators to put together video, still images, text, voice, music, and graphics for classroom presentations. Computer technology allows college faculty to keep pace with the individual needs of students and prepare them for real-world jobs. Positive changes in teaching are made possible through computers, which can benefit nearly every aspect of faculty work. Examples are given of computer assisted instruction, computer assisted testing, and computer managed instruction. The many benefits make the instructor's time spent in learning computer use well worth it, particularly since one need not be a computer wizard to use the technology. The rapid evolution of innovative educational technology provides educators with the tools they need to stimulate and assist today's learner. (SLD)

This article, by the IBM (International Business Machines) program manager for the Institute for Academic Technology (IAT), is premised on the idea that the use of computers can help address many of the issues facing undergraduate education today. Computers in the classroom can enrich both teaching and learning. The IBM personal computer and the associated Advanced Academic System for faculty allow educators to put together video, still images, text, voice, music, and graphics for classroom presentations. Computer technology allows college faculty to keep pace with the individual needs of students and prepare them for real-world jobs. Positive changes in teaching are made possible through computers, which can benefit nearly every aspect of faculty work. Examples are given of computer assisted instruction, computer assisted testing, and computer managed instruction. The many benefits make the instructor's time spent in learning computer use well worth it, particularly since one need not be a computer wizard to use the technology. The rapid evolution of innovative educational technology provides educators with the tools they need to stimulate and assist today's learner. (SLD)

This article, by the IBM (International Business Machines) program manager for the Institute for Academic Technology (IAT), is premised on the idea that the use of computers can help address many of the issues facing undergraduate education today. Computers in the classroom can enrich both teaching and learning. The IBM personal computer and the associated Advanced Academic System for faculty allow educators to put together video, still images, text, voice, music, and graphics for classroom presentations. Computer technology allows college faculty to keep pace with the individual needs of students and prepare them for real-world jobs. Positive changes in teaching are made possible through computers, which can benefit nearly every aspect of faculty work. Examples are given of computer assisted instruction, computer assisted testing, and computer managed instruction. The many benefits make the instructor's time spent in learning computer use well worth it, particularly since one need not be a computer wizard to use the technology. The rapid evolution of innovative educational technology provides educators with the tools they need to stimulate and assist today's learner. (SLD)

This article, by the IBM (International Business Machines) program manager for the Institute for Academic Technology (IAT), is premised on the idea that the use of computers can help address many of the issues facing undergraduate education today. Computers in the classroom can enrich both teaching and learning. The IBM personal computer and the associated Advanced Academic System for faculty allow educators to put together video, still images, text, voice, music, and graphics for classroom presentations. Computer technology allows college faculty to keep pace with the individual needs of students and prepare them for real-world jobs. Positive changes in teaching are made possible through computers, which can benefit nearly every aspect of faculty work. Examples are given of computer assisted instruction, computer assisted testing, and computer managed instruction. The many benefits make the instructor's time spent in learning computer use well worth it, particularly since one need not be a computer wizard to use the technology. The rapid evolution of innovative educational technology provides educators with the tools they need to stimulate and assist today's learner. (SLD)

Recent developments in personal computers will affect the teaching of reading and writing because they offer capabilities that simply were not possible before. For example, an information storage and retrieval system, developed as a "library" for elementary school children, allows them to store and retrieve information under different descriptors. "Dynamic books" have become part of an interactive text that allows the student to browse to find information about particular topics or questions. The browser provides both a table of contents index and a subject index, parts of which can appear on the screen at the same time as the book's text. Through online dictionaries and thesauri, children can merely point to a word they do not understand and its definition can be given to them automatically. Writing coaches are helpful in all phases of writing--helping the student to plan before writing, giving advice as the student writes, and suggesting to the student how to evaluate and revise when a draft is completed. The text editor lets students see the text on a display screen as they type it in and automatically moves the text around to make room for additions, removing extra space caused by deletions. Message systems provide a variety of capabilities for reading and sending messages. And, developments in publications systems enable students to create texts in different formats and with different page layouts. (HOD)

Recent developments in personal computers will affect the teaching of reading and writing because they offer capabilities that simply were not possible before. For example, an information storage and retrieval system, developed as a "library" for elementary school children, allows them to store and retrieve information under different descriptors. "Dynamic books" have become part of an interactive text that allows the student to browse to find information about particular topics or questions. The browser provides both a table of contents index and a subject index, parts of which can appear on the screen at the same time as the book's text. Through online dictionaries and thesauri, children can merely point to a word they do not understand and its definition can be given to them automatically. Writing coaches are helpful in all phases of writing--helping the student to plan before writing, giving advice as the student writes, and suggesting to the student how to evaluate and revise when a draft is completed. The text editor lets students see the text on a display screen as they type it in and automatically moves the text around to make room for additions, removing extra space caused by deletions. Message systems provide a variety of capabilities for reading and sending messages. And, developments in publications systems enable students to create texts in different formats and with different page layouts. (HOD)

Recent developments in personal computers will affect the teaching of reading and writing because they offer capabilities that simply were not possible before. For example, an information storage and retrieval system, developed as a "library" for elementary school children, allows them to store and retrieve information under different descriptors. "Dynamic books" have become part of an interactive text that allows the student to browse to find information about particular topics or questions. The browser provides both a table of contents index and a subject index, parts of which can appear on the screen at the same time as the book's text. Through online dictionaries and thesauri, children can merely point to a word they do not understand and its definition can be given to them automatically. Writing coaches are helpful in all phases of writing--helping the student to plan before writing, giving advice as the student writes, and suggesting to the student how to evaluate and revise when a draft is completed. The text editor lets students see the text on a display screen as they type it in and automatically moves the text around to make room for additions, removing extra space caused by deletions. Message systems provide a variety of capabilities for reading and sending messages. And, developments in publications systems enable students to create texts in different formats and with different page layouts. (HOD)

This study investigated the attitudes and opinions of three students with and three students without learning disabilities regarding the use of computers for school-related work. The students (in grades 5 through 12) were selected from three school sites and interviewed in-depth. Analysis of interviews with open-coding procedures identified five general themes: applications of computers, instructional uses of computers, attitudes about computers, personal experience with computers, and resource needs. Comparison of students with and without learning disabilities showed that although most students were generally positive about computers, students with learning disabilities had qualitatively different experiences with computers and less positive attitudes about computers than those without learning disabilities. These students also expressed greater frustration about learning to use a computer and were more equivocal about the role of computers in educational programs. The most salient finding was the connection between participant attitudes and prior computer-related experiences. Results suggest the need to integrate instruction about technology into early intervention programs for students with learning disabilities. (Contains 35 references.) (DB)

This study investigated the attitudes and opinions of three students with and three students without learning disabilities regarding the use of computers for school-related work. The students (in grades 5 through 12) were selected from three school sites and interviewed in-depth. Analysis of interviews with open-coding procedures identified five general themes: applications of computers, instructional uses of computers, attitudes about computers, personal experience with computers, and resource needs. Comparison of students with and without learning disabilities showed that although most students were generally positive about computers, students with learning disabilities had qualitatively different experiences with computers and less positive attitudes about computers than those without learning disabilities. These students also expressed greater frustration about learning to use a computer and were more equivocal about the role of computers in educational programs. The most salient finding was the connection between participant attitudes and prior computer-related experiences. Results suggest the need to integrate instruction about technology into early intervention programs for students with learning disabilities. (Contains 35 references.) (DB)

This study investigated the attitudes and opinions of three students with and three students without learning disabilities regarding the use of computers for school-related work. The students (in grades 5 through 12) were selected from three school sites and interviewed in-depth. Analysis of interviews with open-coding procedures identified five general themes: applications of computers, instructional uses of computers, attitudes about computers, personal experience with computers, and resource needs. Comparison of students with and without learning disabilities showed that although most students were generally positive about computers, students with learning disabilities had qualitatively different experiences with computers and less positive attitudes about computers than those without learning disabilities. These students also expressed greater frustration about learning to use a computer and were more equivocal about the role of computers in educational programs. The most salient finding was the connection between participant attitudes and prior computer-related experiences. Results suggest the need to integrate instruction about technology into early intervention programs for students with learning disabilities. (Contains 35 references.) (DB)

This brief paper considers ways in which people with learning disabilities can benefit from both mainstream and specialized computer hardware and software. First, definitions are provided of terminology, including terms such as dysgraphia, dyscalculia, dyspraxia, non-verbal learning disorder, and dyslexia. Discussion of the role of assistive technology in accommodating learning disabilities precedes explanations of specific computing tools. These include word processors, reading systems, concept mapping software, phonetic spelling programs, word prediction programs, speech recognition programs, organizational software, personal information managers, and talking calculators. The value of low tech tools (such as post-it notes and highlighter pens) is also noted. The paper also lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB)

This brief paper considers ways in which people with learning disabilities can benefit from both mainstream and specialized computer hardware and software. First, definitions are provided of terminology, including terms such as dysgraphia, dyscalculia, dyspraxia, non-verbal learning disorder, and dyslexia. Discussion of the role of assistive technology in accommodating learning disabilities precedes explanations of specific computing tools. These include word processors, reading systems, concept mapping software, phonetic spelling programs, word prediction programs, speech recognition programs, organizational software, personal information managers, and talking calculators. The value of low tech tools (such as post-it notes and highlighter pens) is also noted. The paper also lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB)

This monograph, first in a series of six, provides the theoretical background and premises underlying the efforts of the research team and two collaborating California school districts to explore ways in which the computer and related technologies can be more fully and effectively used in the instruction of learning disabled students. Contents include the following: (1) an analysis of key theories about mental functioning and remediation; (2) a definition of learning disability and consideration of commonly associated variables (genetics, maturation, drug effects, trauma, laterality and hemispheric dominance, sex differeces, orthography and handwriting, and sensory integration); (3) an examination of visual perception, functional vision, and reading efficiency; (4) cognitive processes (including memory, problem solving, and task strategies); and (5) promising computer applications (including use of the computer for vision training, perceptual enabling skills, and cognitive processing skills). (JW)

Includes bibliographical references (pages 112-120) and index

This paper describes the present practical use of computers in two large beginning physics courses at the University of California, Irvine; discusses the versatility and desirability of computers in the field of education; and projects the possible future directions of computer-based learning. The advantages and disadvantages of educational networking (including regional computer centers for education) and the stand-alone, one-on-one computer are discussed. One stand-alone system now being developed for a home-based videodisc system which attaches to a television set is described. It is suggested that computers will occupy a more important role in the educational process in the future than they do at present. (KKC)

This paper describes the present practical use of computers in two large beginning physics courses at the University of California, Irvine; discusses the versatility and desirability of computers in the field of education; and projects the possible future directions of computer-based learning. The advantages and disadvantages of educational networking (including regional computer centers for education) and the stand-alone, one-on-one computer are discussed. One stand-alone system now being developed for a home-based videodisc system which attaches to a television set is described. It is suggested that computers will occupy a more important role in the educational process in the future than they do at present. (KKC)

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Two articles provide perspectives on computers and gender and on multicultural education. The first article, "Beyond Equal Access: Gender Equity in Learning with Computers" (June Mark), explores the lack of access girls and young women have to computers and the implications for future educational opportunities as well as career options. A relationship exists between positive experiences with computers and future interest in and facility with computers. Designing equitable learning contexts with software and related materials and designing equitable classroom organization and interactions are discussed. The second article, "Multicultural Education as Democratic Education" (Katherine Hanson), looks at how democracy can best be developed through multicultural education that respects the individual, enables all students to see themselves in the curriculum, and fosters a deep understanding and acceptance of differences as legitimate and empowering. Reciprocal acculturation is an important aspect in the development of approaches to multicultural education. A list of several programs, projects and publications provide further information on the issues of gender, equity, technology, and mathematics achievement. (CK)