"Successful" Use of Microcomputers in Classroom Instruction

Author:

Publisher:

Published: 1983

Total Pages: 20

ISBN-13:

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A widely shared belief among many policy makers, educators, parents, and the general public is that microcomputers have the potential to help pull U.S. education out of its current state of mediocrity (National Commission on Excellence in Education, 1983), and subsequently improve its quality. A number of barriers, however, impede the widespread implementation of microcomputers in classrooms. Along with cost, the major barrier to full implementation is the lack of knowledge possessed by researchers and educational practitioners alike regarding the nature of the knowledge, skills, and attitudes a teacher must have to use microcomputers successfully in classroom instruction. This paper addresses the standard implied in such an evaluation, that is, the nature of 'successful' classroom microcomputer use that might be embodied in the teaching of widely recognized, expert or master teachers. From the teachers' standpoint, microcomputers are an educational technology used as an instructional tool. Thus, the application of the instruction tool should be central to such an evaluation, within the broader context of ongoing classroom instruction.

How Effective Teachers Use Microcomputers for Instruction
How Effective Teachers Use Microcomputers for Instruction

Author:

Publisher:

Published: 1984

Total Pages: 24

ISBN-13:

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To summarize, cluster analyses of various instructional decisions and tasks employed by 'effective' microcomputer-using teachers revealed four characteristic patterns of use: 'orchestration, ' 'enrichment', 'adjunct instruction, ' and 'drill and practice.' 'Orchestrators' are distinguished by their multiplicity of uses and degree of integration between microcomputer use and ongoing instruction. 'Enrichers' appear to encourage student familiarity with the microcomputer within a less ambitious instructional program. 'Adjunct instroctors' appear to use the microcomputer selectively to enhance conceptual mastery within the subject matter. 'Drillers' seem to provide students with an extensive program of drill and practice on the microcomputer to enhance mastery of procedures.

Using Microcomputers in Schools
Using Microcomputers in Schools

Author: Colin Terry

Publisher: Taylor & Francis

Published: 1984-01

Total Pages: 181

ISBN-13: 9780893971724

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Discusses Impact of Information Technology. Describes Projects Where Micros Were Successfully Used in Teaching & Shows Teachers Their Potential Uses

Using a Microcomputer in the Classroom
Using a Microcomputer in the Classroom

Author: Gary G. Bitter

Publisher: Allyn & Bacon

Published: 1993

Total Pages: 378

ISBN-13:

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Addressing the role of computers in learning and the means of integrating and applying computer technology into the curriculum, this text emphasizes all the important basic topics related to technology in education. There is coverage of multimedia/hypermedia, designing lesson plans, and how to evaluate and choose software, all supported by numerous forms and charts.

Microcomputers and the Classroom Teacher
Microcomputers and the Classroom Teacher

Author: Gail A. Caissy

Publisher:

Published: 1987

Total Pages: 44

ISBN-13:

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This monograph for teachers addresses two emerging areas in the computing field--providing inservice training in microcomputer use for the general teaching population, and integrating the use of microcomputers into the overall curriculum. A brief discussion of why computers should be used in the classroom introduces five chapters which provide overviews of the following topics: (1) the use of computers in teaching and learning (areas of computer use and using the computer as a teaching/learning tool); (2) types of software available for schools (computer-assisted instruction software, applications software, and databases); (3) integrating computers into the classroom; (4) developing a plan for using computers in the classroom (setting up a classroom computer center and working with only one computer in the classroom); and (5) evaluating educational software (general questions, questions about instructional design, and questions about physical characteristics of the program). A concluding statement argues that the key to continued growth and expansion in the educational computing field lies with classroom teachers and urges them to take an interest in computers and begin to use this important new tool in their classrooms. A 71-item reference list concludes the document. (EW)

Using Microcomputers in the Social Studies Classroom
Using Microcomputers in the Social Studies Classroom

Author: Robert B. Abelson

Publisher:

Published: 1983

Total Pages: 152

ISBN-13:

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The purpose of this book is to help teachers feel at ease with microcomputers so that they will begin to think of computers as tools that they themselves might use. There are four chapters. The first chapter provides basic information to help a user understand the computer. Discussed are how the computer is put together and how it works. To help teachers generate ideas about how this new educational aid might be useful in terms of their own teaching objectives, the second chapter describes why and how other educators are using the computer. Chapter 3 is an introduction to software evaluation, i.e., how computer programs that are available for use in the classroom can be judged. Criteria are presented. It is suggested that teachers using computer-assisted instruction should have a feel for some of the broader issues related to computers in education, as well as practical knowledge. The purpose of the fourth chapter, which deals with social and educational issues and directions, is to provide a perspective about these broader issues and a context into which teachers might place their own activities. Most of the book's readings provide a bibliography of references and further resources. In addition, a list of resources available through the ERIC system is provided. (RM)