Teachers' Instructional Uses of Microcomputers
Teachers' Instructional Uses of Microcomputers

Author: Rand Corporation

Publisher:

Published: 1983

Total Pages: 17

ISBN-13:

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The goal of this study is to set forth guidelines for designing educational courseware that meet teachers' needs and for educating preservice and inservice teachers in the instructional uses of microcomputer. To this end, the study examines the relationships among teachers' attitudes toward computers, their knowledge of computers and the subjects matter taught, and their uses of microcomputers for instruction. This paper describes the study and reports preliminary impressions and findings.

Staff Development for Instructional Uses of Microcomputers
Staff Development for Instructional Uses of Microcomputers

Author:

Publisher:

Published: 1984

Total Pages: 27

ISBN-13:

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The lack of adequately trained teachers presents a major obstacle to the effective instructional uses of microcomputers in schools. For example, a survey of all school districts in California revealed that over 60 percent of the teachers using computers were either unprepared or inadequately prepared. Over three-fourths of the districts not using computers reported that faculty had practically no preparation in instructional computer use. This shortage of trained teachers is clearly evidenced not only in California, but in other states. Moreover, a few districts have the facilities, resources, staff, and reward structure to offer a systematic training program for microcomputer-based instruction. A second factor is the number of teachers who require training. Although the number of computer-related courses offered at teacher-training institutions is increasing, the vast majority of teachers do not receive this preservice education in computer use. For example, in a national survey of 1200 teachers, only 11 percent reported receiving some computer training in college or university.

District and School Incentives for Teacher' Instructional Uses of Microcomputers
District and School Incentives for Teacher' Instructional Uses of Microcomputers

Author: C. Stasz

Publisher:

Published: 1985

Total Pages: 17

ISBN-13:

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The microcomputer has become an important educational innovation, and the number of computers available for instruction in public schools is increasing dramatically. The number of teachers with training and knowledge to use computers effectively for instruction is lagging and consequently, beneficial uses of the technology are far from realized. There is widespread recognition that to optimize computer use in classrooms, many teachers will need some form of encouragement. A key factor that may encourage more widespread use of microcomputers in classroom instruction is teacher incentives. Various types of incentives have been proposed to stimulate teachers' involvement with computers. For example, organizational incentives such as support for training or providing various forms of technical assistance may help encourage the implementation of microcomputers to teachers over weekends, vacations, and summers or subsidizing teachers to author courseware may increase teachers' proficiency with computers.

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)

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.