Record 1 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED475919 CLEARINGHOUSE NUMBER: IR021917 PERSONAL AUTHOR : Abate,-Ronald-J; Bagaka's,-Joshua-Gisemba TITLE: Middle School Technology Use--Design Impediments versus Classroom Needs. PUBLICATION YEAR: 2002 AVAILABILITY: For full text: http://confreg.uoregon.edu/necc2002/. DESCRIPTIVE NOTE: In: NECC 2002: National Educational Computing Conference Proceedings (23rd, San Antonio, Texas, June 17-19, 2002); see IR 021 916. EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED475919 DOCUMENT TYPE: Reports-Research (143); Speeches-or-Meeting-Papers (150) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Ohio LANGUAGE: English PAGINATION: 19 MAJOR DESCRIPTORS: *Computer-Uses-in-Education; *Educational-Technology; *Learning-Activities; *Problems-; *Technology-Integration MINOR DESCRIPTORS: Comparative-Analysis; Computer-Assisted-Instruction; Educational-Objectives; Elementary-Secondary-Education; Intermediate-Grades; Middle-Schools MAJOR IDENTIFIERS: *Technology-Implementation ABSTRACT: This paper reports on the relationships among classroom teaching, learning activities and technology integration in the middle school classroom. The results are based on a comparison of three studies conducted across diverse middle school settings. The studies considered three primary questions: (1) Are specific learning activities identifiable across middle school classrooms? (2) Are the technologies available to the schools supportive of the classroom goals of teachers and students? and (3) What reasons influence the use of current technology in classroom learning activities? A learning activity-oriented viewpoint guided the research focus. Documented within the study are the typical learning activities and potential role for technology within the classroom learning environment of middle schools. Includes four tables and two figures. (Contains 12 references.) (Author) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 143; 150 UPDATE CODE: 200312 (RIE) Record 2 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ666630 CLEARINGHOUSE NUMBER: IR547908 PERSONAL AUTHOR : Conlon,-Tom; Simpson,-Mary TITLE: Silicon Valley versus Silicon Glen: The Impact of Computers upon Teaching and Learning: A Comparative Study. PUBLICATION YEAR: 2003 SOURCE (JOURNAL CITATION): British Journal of Educational Technology. v34 n2 p137-50 Mar 2003 INTERNATIONAL STANDARD SERIAL NUMBER: 0007-1013 DESCRIPTIVE NOTE: Issue theme: Rhetoric and Reality: The Present and Future of ICT (Information and Communications Technology) in Education. DOCUMENT TYPE: Journal-Articles (080); Reports-Research (143) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Information-Technology; *Technology-Uses-in-Education MINOR DESCRIPTORS: Comparative-Analysis; Educational-Policy; Elementary-Secondary-Education; Foreign-Countries; Intellectual-Disciplines; Policy-Formation; Questionnaires-; Student-Attitudes; Surveys MAJOR IDENTIFIERS: *Scotland-; *Silicon-Valley MINOR IDENTIFIERS: Barriers-to-Innovation ABSTRACT: Compares the impact of information technology initiatives in Scottish schools with a study of schools in the Silicon Valley (California). Highlights include computer use by subject; frequency of computer use in schools; student attitudes; questionnaire responses; obstacles to use of technology; and implications for policymaking. (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 143 UPDATE CODE: 200309 (CIJ) Record 3 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ666580 CLEARINGHOUSE NUMBER: IR547553 PERSONAL AUTHOR : Powell,-Jack-V; Aeby,-Victor-G-Jr; Carpenter-Aeby,-Tracy TITLE: A Comparison of Student Outcomes with and without Teacher Facilitated Computer-Based Instruction. PUBLICATION YEAR: 2003 SOURCE (JOURNAL CITATION): Computers & Education. v40 n2 p183-91 Feb 2003 INTERNATIONAL STANDARD SERIAL NUMBER: 0360-1315 DOCUMENT TYPE: Journal-Articles (080); Reports-Research (143) LANGUAGE: English MAJOR DESCRIPTORS: *Academic-Achievement; *Computer-Assisted-Instruction; *Grade-Point-Average; *Student-Behavior; *Teacher-Influence; *Teacher-Role MINOR DESCRIPTORS: Comparative-Analysis; Courseware-; Elementary-Secondary-Education; Locus-of-Control; Outcomes-of-Education; Pretests-Posttests MINOR IDENTIFIERS: Disruptive-Behavior; Intervention-Education ABSTRACT: Studied the use of a computer-based instructional package called SuccessMaker with disruptive students to determine its effects on locus of control and grade point average. Results of pretests and posttests showed an improvement in academic outcomes when the intervention was teacher facilitated. (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 143 UPDATE CODE: 200309 (CIJ) Record 4 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED446733 CLEARINGHOUSE NUMBER: IR020362 PERSONAL AUTHOR : Chou,-Huey-Wen TITLE: The Effects of Training Method on Language Learning Performance. PUBLICATION YEAR: 1999 DESCRIPTIVE NOTE: In: ED-MEDIA 99 World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications. Proceedings (11th, Seattle, Washington, June 19-24, 1999); see IR 020 357. For full text table of contents: http://www.aace.org/conf/edmedia/99/toca.pdf; individual papers: http://ww.aace.org/conf/edmedia/99/edm99add.pdf. EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED446733 DOCUMENT TYPE: Reports-Research (143); Speeches-or-Meeting-Papers (150) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: Taiwan LANGUAGE: English PAGINATION: 7 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Cooperative-Learning; *Educational-Environment MINOR DESCRIPTORS: Comparative-Analysis; Computer-Mediated-Communication; Distance-Education; Elementary-Secondary-Education; Instructional-Effectiveness MAJOR IDENTIFIERS: *Computer-Assisted-Language-Learning; *Learning-Environment MINOR IDENTIFIERS: Face-to-Face-Communication ABSTRACT: The purpose of this study was to compare the effects of two cooperative computer-assisted language learning (CALL) environments--face-to-face and distance cooperative CALL--on learners' spelling performance and learning attitude. Traditional classroom lecture learning and self-directed CALL environments were employed as control groups. Learning performance and learning attitude, including interpersonal relationships, learning interests, and self-esteem, were the dependent variables. Sixty-four seventh graders from a local public junior high school were randomly assigned to four treatments. A 10-day experiment was conducted with one 30-minute learning session each day. No significant group differences were found in any dimension of attitudinal measures. Significant performance differences were revealed among the different learning environments. Plausible explanations include: (1) there may exist a threshold for accumulated learning performance to be significant, an! d the eight-day learning task may not be long enough to achieve this threshold; (2) the amount of various active learning time may contribute to learning performance; and (3) the actual cooperative level may vary. (Contains 33 references.) (AEF) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 143; 150 UPDATE CODE: 200104 (RIE) Record 5 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ611609 CLEARINGHOUSE NUMBER: IR541833 PERSONAL AUTHOR : Okamoto,-Toshio TITLE: The Introduction and Its Meanings of New Curriculum for Information Technology-Education from Primary to Senior High School in Japan. PUBLICATION YEAR: 1999 SOURCE (JOURNAL CITATION): International Journal of Educational Technology. v1 n1 p31-48 1999 DOCUMENT TYPE: Journal-Articles (080); Reports-Descriptive (141) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Curriculum-Development; *Educational-Technology; *Information-Technology MINOR DESCRIPTORS: Comparative-Analysis; Computer-Networks; Elementary-Secondary-Education; Foreign-Countries; Futures-of-Society; Internet MAJOR IDENTIFIERS: *Japan- MINOR IDENTIFIERS: United-States ABSTRACT: Describes the comprehensive curriculum and school infrastructure of information technology education in elementary and secondary schools in Japan. Compares Japan's educational computing with the United States and considers the future of educational information technology in a networked environment. (Contains 13 references.) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 141 UPDATE CODE: 200102 (CIJ) Record 6 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ610106 CLEARINGHOUSE NUMBER: IR541781 PERSONAL AUTHOR : Carter,-Kim TITLE: Staffing Up for Technology Support. PUBLICATION YEAR: 2000 SOURCE (JOURNAL CITATION): Technology & Learning. v20 n8 p26-28,30,32-33 Mar 2000 INTERNATIONAL STANDARD SERIAL NUMBER: 1053-6728 DOCUMENT TYPE: Journal-Articles (080); Reports-Research (143) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *School-Districts; *Staff-Role MINOR DESCRIPTORS: Comparative-Analysis; Compensation-Remuneration; Computer-Networks; Elementary-Secondary-Education; Employee-Responsibility; Guidelines-; Librarian-Teacher-Cooperation; Student-Role; Teacher-Education MAJOR IDENTIFIERS: *Staffing-Patterns; *Technology-Coordinators MINOR IDENTIFIERS: Career-Paths; Job-Titles; Outsourcing-; Peer-Support; Support-Services; Technology-Based-Instruction ABSTRACT: Examines current technology staffing in school districts and compares technology-related roles with a similar study conducted in 1997. Discusses job titles; responsibilities; career paths; lack of technology support in schools; district-level support; teacher training; peer assistance; student roles; collaboration with library media specialists; networks; outsourcing; guidelines; and compensation. (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 143 UPDATE CODE: 200101 (CIJ) Record 7 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ608386 CLEARINGHOUSE NUMBER: IR541463 PERSONAL AUTHOR : Valenza,-Joyce-Kasman TITLE: Searching with Kids. PUBLICATION YEAR: 2000 SOURCE (JOURNAL CITATION): Library Talk. v13 n1 p38-40 Jan-Feb 2000 INTERNATIONAL STANDARD SERIAL NUMBER: 1043-237X DOCUMENT TYPE: Journal-Articles (080); Reports-Descriptive (141) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Search-Strategies; *World-Wide-Web MINOR DESCRIPTORS: Access-to-Information; Comparative-Analysis; Elementary-Secondary-Education; Preschool-Education; Problems MAJOR IDENTIFIERS: *Search-Engines MINOR IDENTIFIERS: Filters- ABSTRACT: Discusses student search tools for the World Wide Web and describes and compares seven that are appropriate for pre-kindergarten through secondary school. Highlights include access; age appropriateness; directories versus full search engines; filters; limits of some tools; and adult-oriented search tools that can be limited for students' access. (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 141 UPDATE CODE: 200012 (CIJ) Record 8 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ608381 CLEARINGHOUSE NUMBER: IR541458 PERSONAL AUTHOR : Repman,-Judi; Carlson,-Randal-D TITLE: Make Mine a Metasearcher, Please! PUBLICATION YEAR: 2000 SOURCE (JOURNAL CITATION): Book Report. v18 n4 p54-56 Jan-Feb 2000 INTERNATIONAL STANDARD SERIAL NUMBER: 0731-4388 DOCUMENT TYPE: Journal-Articles (080); Reports-Descriptive (141) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Learning-Resources-Centers; *Online-Searching; *School-Libraries; *Search-Strategies; *World-Wide-Web MINOR DESCRIPTORS: Comparative-Analysis; Databases-; Elementary-Secondary-Education; Information-Retrieval MAJOR IDENTIFIERS: *Search-Engines MINOR IDENTIFIERS: Boolean-Search-Strategy; User-Control ABSTRACT: Describes metasearch tools and explains their value in helping library media centers improve students' Web searches. Discusses Boolean queries and the emphasis on speed at the expense of comprehensiveness; and compares four metasearch tools, including the number of search engines consulted, user control, and databases included. (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 141 UPDATE CODE: 200012 (CIJ) Record 9 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED432987 CLEARINGHOUSE NUMBER: IR019711 PERSONAL AUTHOR : Craig,-Dorothy-Valcarcel TITLE: A League of Their Own: Gender, Technology, and Instructional Practices. SPONSORING AGENCY: Eisenhower Program for Mathematics and Science Education (ED), Washington, DC. PUBLICATION YEAR: 1999 DESCRIPTIVE NOTE: In: Spotlight on the Future, NECC '99. National Educational Computing Conference Proceedings (20th, Atlantic City, NJ, June 22-24, 1999); see IR 019 708. EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED432987 DOCUMENT TYPE: Reports-Research (143); Speeches-or-Meeting-Papers (150) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Tennessee LANGUAGE: English PAGINATION: 15 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Educational-Technology; *Females-; *Sex-Differences; *Student-Attitudes; *Teacher-Role MINOR DESCRIPTORS: Case-Studies; Comparative-Analysis; Discovery-Learning; Discovery-Processes; Educational-Practices; Elementary-Secondary-Education; Homogeneous-Grouping; Information-Seeking; Inquiry-; Internet-; Man-Machine-Systems; Mathematics-Instruction; Qualitative-Research; Science-Instruction; Single-Sex-Schools; Student-Surveys; Tables-Data; Teacher-Attitudes; Teacher-Student-Relationship; Workshops MAJOR IDENTIFIERS: *Single-Sex-Classes MINOR IDENTIFIERS: Learning-Environments ABSTRACT: This study examined gender differences and the process of Internet-assisted inquiry in a single-sex, technology-enhanced environment as female students pursued research topics within a math and science framework. Five group case studies consisted of various configurations selected from a cohort group of students and teachers representing two city school systems, five county systems, and one private school. Participants were teachers and female students representing grades 5 through 8 from a purposive sample in a lab-type setting where they engaged in group inquiry with the assistance of networked computers, peers, teachers, and other resources available on a university campus. A qualitative approach to research was implemented using the constant comparative method of data analysis. Data in the form of observational field notes, transcripts of video tapes, artifacts, and photos resulting from a two-week summer workshop revealed interesting findings regarding studen! t behaviors while interacting with computers in a single-sex environment. Results from the study indicated that female students--when interacting within a single-sex environment--display similar behaviors as male students do when engaging in technology-enhanced activities. Additional findings show that the classroom teacher, operating within a theoretical framework and personal educational philosophy, can either hinder or enhance student processes. (Contains 20 references.) (Author/AEF) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 143; 150 UPDATE CODE: 200001 (RIE) Record 10 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ584149 CLEARINGHOUSE NUMBER: IR539331 PERSONAL AUTHOR : Koehler,-Matthew-J; Lehrer,-Richard TITLE: Designing a Hypermedia Tool for Learning about Children's Mathematical Cognition. PUBLICATION YEAR: 1998 SOURCE (JOURNAL CITATION): Journal of Educational Computing Research. v18 n2 p123-45 1998 INTERNATIONAL STANDARD SERIAL NUMBER: 0735-6331 DOCUMENT TYPE: Journal-Articles (080); Reports-Descriptive (141); Reports-Research (143) LANGUAGE: English MAJOR DESCRIPTORS: *Cognitive-Development; *Computer-Assisted-Instruction; *Computer-Software-Development; *Courseware-; *Hypermedia-; *Preservice-Teacher-Education MINOR DESCRIPTORS: Children-; Cognitive-Processes; Comparative-Analysis; Elementary-Secondary-Education; Higher-Education; Learning-Strategies; Mathematics-Skills; Research-Methodology; Textbooks MINOR IDENTIFIERS: Cognitive-Research; Cognitive-Sciences ABSTRACT: Describes the design of a hypermedia tool for helping preservice teachers learn about the growth and development of children's mathematical reasoning based on research in cognitive science, and discusses results of an experiment that used single-subject methodology to compare preservice teachers' learning with the hypermedia tool versus learning with text. (Author/LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 141; 143 UPDATE CODE: 199911 (CIJ) Record 11 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED430547 CLEARINGHOUSE NUMBER: IR019580 PERSONAL AUTHOR : Cavanaugh,-Catherine-S TITLE: The Effectiveness of Interactive Distance Education Technologies in K-12 Learning: A Meta-Analysis. PUBLICATION YEAR: 1999 EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED430547 DOCUMENT TYPE: Information-Analyses-General (070); Reports-Research (143) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Florida LANGUAGE: English PAGINATION: 25 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Distance-Education; *Educational-Technology; *Instructional-Effectiveness; *Telecommunications MINOR DESCRIPTORS: Academic-Achievement; Comparative-Analysis; Conventional-Instruction; Elementary-Secondary-Education; Instructional-Design; Interaction-; Meta-Analysis; Nontraditional-Education; Student-Characteristics; Teaching-Methods; World-Wide-Web MAJOR IDENTIFIERS: *Video-Teleconferencing MINOR IDENTIFIERS: Learning-Environment ABSTRACT: This paper summarizes a quantitative synthesis of studies of the effectiveness of interactive distance education using videoconferencing and telecommunications for K-12 academic achievement. Effect sizes for 19 experimental and quasi-experimental studies including 929 student participants were analyzed across sample characteristics, study methods, learning environment, learner attributes, and technological characteristics. The overall mean effect size was 0.147, a small positive effect in favor of distance education. Effect sizes were more positive for interactive distance education programs that combine an individualized approach with traditional classroom instruction. Programs including instruction delivered via telecommunications, enhancement of classroom learning, short duration, and small groups yielded larger effect sizes than programs using videoconferencing, primary instruction via distance, long duration, and large groups. Studies of distance education for all academic content areas except foreign language resulted in positive effect sizes. This synthesis supports the use of interactive distance education to complement, enhance, and expand education options, because distance education can be expected to result in achievement at least comparable to traditional instruction in most academic circumstances. A list of the studies is appended. (Contains 59 references.) (Author/AEF) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 070; 143 UPDATE CODE: 199910 (RIE) Record 12 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED428752 CLEARINGHOUSE NUMBER: IR019484 PERSONAL AUTHOR : Cavanaugh,-Catherine-S TITLE: The Effectiveness of Interactive Distance Learning Technologies on K-12 Academic Achievement. PUBLICATION YEAR: 1999 EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED428752 DOCUMENT TYPE: Reports-Research (143) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Florida LANGUAGE: English PAGINATION: 25 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Computer-Managed-Instruction; *Instructional-Effectiveness MINOR DESCRIPTORS: Comparative-Analysis; Conventional-Instruction; Educational-Environment; Educational-Research; Elementary-Secondary-Education; Nontraditional-Education; Online-Systems; Teaching-Methods; Telecommunications-; Use-Studies MINOR IDENTIFIERS: Video-Teleconferencing ABSTRACT: This paper summarizes a quantitative synthesis of studies of the effectiveness of interactive distance education using videoconferencing and telecommunications for K-12 academic achievement. Effect sizes for 19 experimental and quasi-experimental studies including 929 student participants were analyzed across sample characteristics, study methods, learning environment, learner attributes, and technological characteristics. The overall mean effect size was 0.147, a small positive effect in favor of distance education. Effect sizes were more positive for interactive distance education programs that combine an individualized approach with traditional classroom instruction. Programs including instruction delivered via telecommunications, enhancement of classroom learning, short duration, and small groups yielded larger effect sizes than programs using videoconferencing, primary instruction via distance, long duration, and large groups. Studies of distance education for all academic content areas except foreign language resulted in positive effect sizes. This synthesis supports the use of interactive distance education to complement, enhance and expand education options because distance education can be expected to result in achievement at least comparable to traditional instruction in most academic circumstances. (Contains 59 references and an appendix of studies.) (Author/AEF) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 143 UPDATE CODE: 199908 (RIE) Record 13 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED428657 CLEARINGHOUSE NUMBER: IR019318 PERSONAL AUTHOR : Chen,-Gwo-Dong; Shen,-Gee-Yu; Ou,-Kuo-Liang; Liu,-Baw-Jhiune TITLE: Promoting Motivation and Eliminating Disorientation for Web Based Courses by a Multi-User Game. PUBLICATION YEAR: 1998 DESCRIPTIVE NOTE: In: ED-MEDIA/ED-TELECOM 98 World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications. Proceedings (10th, Freiburg, Germany, June 20-25, 1998); see IR 019 307. Figures may not reproduce clearly. EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED428657 DOCUMENT TYPE: Reports-Evaluative (142); Speeches-or-Meeting-Papers (150) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: Taiwan LANGUAGE: English PAGINATION: 7 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Computer-Games; *Group-Activities; *Learning-Motivation; *Navigation-Information-Systems; *Student-Motivation MINOR DESCRIPTORS: Academic-Achievement; Comparative-Analysis; Computer-Mediated-Communication; Computer-Software-Development; Cooperative-Learning; Courseware-; Educational-Technology; Elementary-Secondary-Education; Hypermedia-; Instructional-Design; Student-Attitudes; World-Wide-Web MINOR IDENTIFIERS: Client-Server-Computing-Systems; Learning-Environments; Situated-Learning ABSTRACT: This paper discusses the use of WebQuest, a World Wide Web-based multi-user game, in promoting learning motivation and navigation skills in K-9 students. WebQuest demonstrates ways to integrate games, Internet communication facilities, Web-based courseware, and database techniques together in order to assist learning. The following guidelines for designing the educational game script are discussed: selection of the style of the game; arranging the game script according to the learning hierarchy to prevent disorientation; and building a situated learning environment to promote learning motivation and to prevent disorientation. Results of an experiment in which eight classes used the game are presented; findings indicate improvement in all motivation factors (i.e., fantasy, cognition, curiosity, control, cooperation, competition, and challenge). Two figures illustrate the learning hierarchy and game structure, and querying the script structure and information of oth! er players. Three tables present action statistics of students playing the game, a comparison of motivation factors, and a comparison of motivation factors between high and low achievement students. (DLS) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 142; 150 UPDATE CODE: 199908 (RIE) Record 14 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED427701 CLEARINGHOUSE NUMBER: IR019252 PERSONAL AUTHOR : Fenley,-Sue TITLE: Navigational Patterns in Interactive Multimedia and Their Effect on Learning. PUBLICATION YEAR: 1998 DESCRIPTIVE NOTE: In: WebNet 98 World Conference of the WWW, Internet, and Intranet Proceedings (3rd, Orlando, FL, November 7-12, 1998); see IR 019 231. EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED427701 DOCUMENT TYPE: Information-Analyses-General (070); Reports-Descriptive (141); Speeches-or-Meeting-Papers (150) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: United-Kingdom; England LANGUAGE: English PAGINATION: 8 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Hypermedia-; *Instructional-Design; *Learning-Strategies; *Multimedia-Materials; *Navigation-Information-Systems MINOR DESCRIPTORS: Classification-; Comparative-Analysis; Computer-Software-Development; Design-Preferences; Educational-Research; Elementary-Secondary-Education; Foreign-Countries; Multimedia-Instruction; Use-Studies; User-Needs-Information ABSTRACT: This research investigates the ways people learn from multimedia and how navigational patterns can be incorporated into the design structure. The paper begins with a discussion of present navigational research and then presents the results from the initial empirical work, including a pilot study of primary and secondary children using multimedia and a main study that looks at the ways adults use multimedia. A new classification for navigational patterns, developed from information in the initial study, is outlined. The following nine types of navigational patterns are described and compared with the work of other researchers: linear; linear extra; circular; star; star extra; hierarchical; hierarchical-extra; complex-chaotic; and complex-planned. The discussion then moves to learning strategy research. The following learning strategies developed from the research are linked to the navigational patterns and the work of other researchers: orientation; ordered/structured-linear, ordered/structured-circular; systematic/hierarchical; complex-random; and complex-planned. It is concluded that students have their own individual preferences in how they navigate through software and how they approach learning from it; benefits of multimedia include allowing a personalized pattern of work as well as the ability to progress at an individualized pace. (Contains 17 references.) (AEF) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 070; 141; 150 UPDATE CODE: 199907 (RIE) Record 15 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ568760 CLEARINGHOUSE NUMBER: FL528182 PERSONAL AUTHOR : Moore,-Zena; Morales,-Betsy; Carel,-Sheila TITLE: Technology and Teaching Culture: Results of a State Survey of Foreign Language Teachers. PUBLICATION YEAR: 1998 SOURCE (JOURNAL CITATION): CALICO Journal. v15 n1-3 p109-28 1998 INTERNATIONAL STANDARD SERIAL NUMBER: 0742-7778 DOCUMENT TYPE: Journal-Articles (080); Reports-Research (143) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Computer-Uses-in-Education; *Educational-Technology; *Language-Teachers; *Second-Language-Instruction MINOR DESCRIPTORS: Classroom-Techniques; Comparative-Analysis; Cultural-Awareness; Elementary-Secondary-Education; Interactive-Video; Japanese-; Rural-Areas; Second-Language-Learning; State-Surveys; Teacher-Attitudes; Teacher-Qualifications; Teaching-Experience; Technological-Advancement; World-Wide-Web MAJOR IDENTIFIERS: *Texas- ABSTRACT: A survey of 388 language teachers in Texas found teachers in general made little use of computer facilities. Although they commonly used video materials, they did not use interactive media such as CD-ROMs and videodisks. Teachers' level of education, experience, and geographic location accounted for some of this difference. Teachers of Japanese were most likely to use technology. (Author/MSE) CLEARINGHOUSE: FL SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 143 UPDATE CODE: 199903 (CIJ) Record 16 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ537960 CLEARINGHOUSE NUMBER: IR534263 PERSONAL AUTHOR : Baker,-Cliff; Danley,-Bill TITLE: Comparing Computer-Assisted Instruction and Traditional Instruction for Preparing Regular Teachers To Serve Students with Disabilities. PUBLICATION YEAR: 1996 SOURCE (JOURNAL CITATION): Computers in the Schools. v12 n4 p31-38 1996 INTERNATIONAL STANDARD SERIAL NUMBER: 0738-0569 DESCRIPTIVE NOTE: Journal availability: The Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580. DOCUMENT TYPE: Reports-Research (143); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Education-Majors; *Inclusive-Schools; *Special-Education; *Teacher-Education MINOR DESCRIPTORS: Comparative-Analysis; Computer-Assisted-Instruction; Conventional-Instruction; Elementary-Secondary-Education; Higher-Education; Teacher-Attitudes ABSTRACT: Discussion of the inclusion of special education students in regular classrooms focuses on a study that compared computer-assisted instruction and traditional instruction used in preparing elementary and secondary education majors for inclusion. Knowledge of special education and attitudes toward the disabled are examined. (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 143; 080 UPDATE CODE: 199706 (CIJ) Record 17 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ527987 CLEARINGHOUSE NUMBER: IR533180 PERSONAL AUTHOR : Underwood,-J TITLE: Are Integrated Learning Systems Effective Learning Support Tools? PUBLICATION YEAR: 1996 SOURCE (JOURNAL CITATION): Computers & Education. v26 n1-3 p33-40 Apr 1996 INTERNATIONAL STANDARD SERIAL NUMBER: 0360-1315 DOCUMENT TYPE: Reports-Evaluative (142); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Evaluation-Methods; *Instructional-Effectiveness; *Integrated-Learning-Systems MINOR DESCRIPTORS: Academic-Achievement; Attendance-; Comparative-Analysis; Effect-Size; Elementary-Secondary-Education; Foreign-Countries; Mathematics-Instruction; Pretests-Posttests; Reading-Instruction; Student-Behavior MAJOR IDENTIFIERS: *United-Kingdom ABSTRACT: Presents the key findings of an evaluation of an Integrated Learning System in nine United Kingdom primary and secondary schools. The evaluation design was based on the comparison of outcome performance in mathematics and reading and on student behavior, including attendance, in experimental and control groups. (Author/LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 142; 080 UPDATE CODE: 199612 (CIJ) Record 18 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED396720 CLEARINGHOUSE NUMBER: IR017933 PERSONAL AUTHOR : Armstrong,-Laurie TITLE: Report on the Teaching and Learning on the Internet Projects--RMIT TAFE. PUBLICATION YEAR: 1996 DESCRIPTIVE NOTE: In: Learning Technologies: Prospects and Pathways. Selected papers from EdTech '96 Biennial Conference of the Australian Society for Educational Technology (Melbourne, Australia, July 7-10, 1996); see IR 017 931. EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED396720 DOCUMENT TYPE: Reports-Descriptive (141); Speeches-or-Meeting-Papers (150) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: Australia; Victoria LANGUAGE: English PAGINATION: 7 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Computer-Software-Development; *Internet-; *Learning-Modules MINOR DESCRIPTORS: Comparative-Analysis; Costs-; Courseware-; Distance-Education; Elementary-Secondary-Education; Foreign-Countries; Instructional-Materials; Local-Government; Nontraditional-Education; Program-Development; Program-Implementation; Teacher-Role; Training-Methods MINOR IDENTIFIERS: Australia-(Victoria) ABSTRACT: This paper reports on the initial stages of developing training modules for study by students on the Internet in a course on local government. These training modules and their development are part of the "Teaching and Learning on the Internet Project" at the Royal Melbourne Institute of Technology (RMIT) (Australia). Some of the advantages of this type of training over traditional off-campus distance education are discussed along with its limitations. Preliminary issues in setting up training courses on the Internet are discussed, including costs and funding, teacher involvement in decision making, and designs that maximize ease of use and student interest. The elements of a successful approach to the delivery of online training are also summarized. (Author/AEF) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 141; 150 UPDATE CODE: 199611 (RIE) Record 19 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED393440 CLEARINGHOUSE NUMBER: IR017777 TITLE: Statewide Technology Survey of New Hampshire Schools, 1994-95. Summary of Results. INSTITUTIONAL NAME (CORPORATE SOURCE): Center for Resource Management, Hampton, NH. SPONSORING AGENCY: New Hampshire State Dept. of Education, Concord. PUBLICATION YEAR: 1995 DESCRIPTIVE NOTE: Contains tables which may not reproduce clearly. EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED393440 DOCUMENT TYPE: Numeric-or-Quantitative-Data (110); Reports-Research (143) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; New-Hampshire LANGUAGE: English GOVERNMENT LEVEL: State PAGINATION: 16 MAJOR DESCRIPTORS: *Computer-Uses-in-Education; *Educational-Technology; *School-Statistics; *State-Surveys MINOR DESCRIPTORS: Comparative-Analysis; Computer-Assisted-Instruction; Elementary-Secondary-Education; Public-Schools; School-Surveys; Tables-Data; Technology-Planning; Telecommunications MAJOR IDENTIFIERS: *New-Hampshire MINOR IDENTIFIERS: State-; Telecommunications-Infrastructure ABSTRACT: In October 1994, the New Hampshire Department of Education, in conjunction with the Legislative Study Committee on Interactive Communications, conducted a survey to determine the technology infrastructure of New Hampshire Schools. The survey elicited information about technology plans, instructional and administrative use of personal computers and other technologies, student-to-computer ratios, video signal reception, backbone media, networking services, technology support personnel, staff development for technology, and uses of technology in various settings. Surveys were received from 447 of 459 public schools, representing 95.8% of the 1994-95 public school enrollment. Findings include: (1) 38% of schools reported having completed a technology plan; (2) schools reported a total of 21,074 computers, 11,397 (58.8%) of them in classrooms; (3) the New Hampshire ratio of students to computers is lower (1:9.6) than the national ratio (1:12.16); (4) 42.5% of buildings! have cable television reception; (5) 29% of schools reported having a local area network connection, while 32% had some kind of Internet access; (6) library media specialists and technology coordinators provide most technology support; (7) the most frequently cited opportunities for staff development were workshops (88.7%); and (8) computers were used most frequently for word processing (92%), drill and practice (82%), computer assisted instruction (74%), and desktop publishing (67%). Five figures illustrate the data, and appended tables offer some general statistical data about the responding school districts. (BEW) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 110; 143 UPDATE CODE: 199608 (RIE) Record 20 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED387120 CLEARINGHOUSE NUMBER: IR017347 PERSONAL AUTHOR : Shears,-Lawrie,-Ed TITLE: Computers and Schools. INSTITUTIONAL NAME (CORPORATE SOURCE): Australian Council for Educational Research, Hawthorn. PUBLICATION YEAR: 1995 INTERNATIONAL STANDARD BOOK NUMBER: 0-86431-183-4 AVAILABILITY: Australian Council for Educational Research, Ltd., 19 Prospect Hill Road, Camberwell, Victoria 3124, Australia. EDRS PRICE: Document Not Available from EDRS. DOCUMENT TYPE: Books (010); Reports-Descriptive (141); Reports-Research (143) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: Australia; Victoria LANGUAGE: English PAGINATION: 149 MAJOR DESCRIPTORS: *Computer-Uses-in-Education; *Microcomputers MINOR DESCRIPTORS: Access-to-Computers; Case-Studies; Comparative-Analysis; Computer-Assisted-Instruction; Elementary-Secondary-Education; Foreign-Countries; Surveys MAJOR IDENTIFIERS: *Australia-; *Laptop-Computers ABSTRACT: This book recounts what happened when a set of 25 laptop computers was introduced into each of 10 Australian schools (Camberwell, Anglican Girls Grammar School; Caulfield Grammar School; Frankston High School; Jamieson Park Secondary College; Kilvington Baptist Girls Grammar School; Korowa Anglican Girls' School; Mallacoota P-12 College; Methodist Ladies College; Trinity Grammar School; and Xavier College). They were schools with very different environments and experiences in education computing. In their own words, 10 teachers tell what happened in their schools and how they evaluated the impact of these laptops on students and teachers. A large part of the report is given to their case studies--the experiments and surveys they conducted, and the responses, attitudes, and concerns of parents and staff members which they collected. The development of project teams and the content of the project team's meetings are offered as background information. A comprehensive! survey was distributed to 259 Victorian schools, and 176 were returned (68% response rate). The survey instrument consisted of five sections: school characteristics; computers used in the schools and at home; the use of computers by students; the use of computers by teachers for teaching; and problems with the use of computers. Results of the questionnaire are provided in the following categories: computers in school and at home; use of computers by teachers for teaching; use of computers by students; use of laptops by students; use of computers for administration; and software use in schools. Results from the "problems" section of the questionnaire are compared to an International Education Association Survey in 19 countries. The report concludes with a summary of the projects team's responses. Data is presented in 34 tables. An appendix provides the questionnaire to schools. (MAS) LEVEL OF AVAILABILITY: 3 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 010; 141; 143 UPDATE CODE: 199602 (RIE) Record 21 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ499911 CLEARINGHOUSE NUMBER: IR530420 PERSONAL AUTHOR : Desmarais,-Norman TITLE: Learning Language on Disc. PUBLICATION YEAR: 1995 SOURCE (JOURNAL CITATION): CD-ROM Professional. v8 n4 p44-46,48,50,52-54,56,58 Apr 1995 INTERNATIONAL STANDARD SERIAL NUMBER: 1049-0833 DOCUMENT TYPE: Information-Analyses-General (070); Bookor-Product-Reviews (072); Opinion-Papers (120); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Comparative-Analysis; *Computer-Software-Reviews; *Optical-Data-Disks; *Second-Language-Instruction; *Tutorial-Programs MINOR DESCRIPTORS: Computer-Assisted-Instruction; Elementary-Secondary-Education; Immersion-Programs; Postsecondary-Education; Publishing-Industry; Tables-Data; User-Needs-Information ABSTRACT: Presents a comparison of two types of compact disc (CD-ROM) foreign language tutorials: (1) those made by publishers who favor an immersion approach; and (2) those made by publishers who use grammar-based approaches. Both types of CD-ROMs address various age groups, skill levels, and learning styles. (JMV) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 070; 072; 120; 080 UPDATE CODE: 199507 (CIJ) Record 22 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ496613 CLEARINGHOUSE NUMBER: IR530007 PERSONAL AUTHOR : Lowther,-Deborah-L; Sullivan,-Howard-J TITLE: Teacher and Technologist Beliefs about Educational Technology. PUBLICATION YEAR: 1994 SOURCE (JOURNAL CITATION): Educational Technology Research and Development. v42 n4 p73-87 1994 INTERNATIONAL STANDARD SERIAL NUMBER: 1042-1629 DOCUMENT TYPE: Reports-Research (143); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Beliefs-; *Comparative-Analysis; *Computer-Assisted-Instruction; *Educational-Technology MINOR DESCRIPTORS: Cooperative-Learning; Educational-Media; Educational-Research; Elementary-School-Teachers; Elementary-Secondary-Education; Graduate-Students; Higher-Education; Instructional-Design; Learner-Controlled-Instruction; Microcomputers-; Multivariate-Analysis; School-Restructuring; Schools-of-Education; Secondary-School-Teachers; Surveys-; Tables-Data ABSTRACT: Reports on a study investigating perceptions of K-12 teachers, educational technology faculty, and educational technology graduate students about instructional design, cooperative learning, learner control, school reform, computers and media, and implementation of a key practice in each area of their teaching. (49 references) (KRN) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 143; 080 UPDATE CODE: 199505 (CIJ) Record 23 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ495121 CLEARINGHOUSE NUMBER: IR529769 PERSONAL AUTHOR : Phillips,-R-J; Pead,-D TITLE: Multimedia Resources in the Mathematics Classroom. PUBLICATION YEAR: 1994 SOURCE (JOURNAL CITATION): Journal of Computer Assisted Learning. v10 n4 p216-28 Dec 1994 INTERNATIONAL STANDARD SERIAL NUMBER: 0266-4909 DOCUMENT TYPE: Reports-Research (143); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Courseware-; *Mathematics-Instruction; *Mathematics-Teachers; *Multimedia-Instruction; *Multimedia-Materials MINOR DESCRIPTORS: Comparative-Analysis; Elementary-Secondary-Education; Foreign-Countries; Optical-Data-Disks; Role-Models; Student-Motivation MINOR IDENTIFIERS: Great-Britain ABSTRACT: Presents a study of multimedia technology used for teaching mathematics. Discussion includes tentative conclusions about the merits of different styles of multimedia; three of the most popular multimedia modules and their use; and features that seem to distinguish multimedia and computer-based lessons. (10 references) (KRN) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 143; 080 UPDATE CODE: 199504 (CIJ) Record 24 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ493283 CLEARINGHOUSE NUMBER: IR529586 PERSONAL AUTHOR : Van-Reeuwijk,-Martin TITLE: A Dutch Birthday in America. PUBLICATION YEAR: 1994 SOURCE (JOURNAL CITATION): Computing Teacher. v22 n3 p59-61 Nov 1994 INTERNATIONAL STANDARD SERIAL NUMBER: 0278-9175 DOCUMENT TYPE: Guides-Classroom-Teacher (052); Opinion-Papers (120); Reports-Descriptive (141); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Evaluation-Methods; *Mathematics-Instruction MINOR DESCRIPTORS: Comparative-Analysis; Courseware-; Cultural-Differences; Curriculum-Development; Educational-Technology; Elementary-Secondary-Education; Foreign-Countries; Printed-Materials; Problem-Solving; Thinking-Skills MAJOR IDENTIFIERS: *Netherlands- MINOR IDENTIFIERS: United-States ABSTRACT: Discussion of differences in elementary and secondary school mathematics instruction between the United States and The Netherlands focuses on a Dutch project brought to the United States that uses print materials and software products. Topics addressed include integrating technology into the curriculum; cultural differences; designing assessment; and higher order thinking skills. (six references) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 052; 120; 141; 080 UPDATE CODE: 199503 (CIJ) Record 25 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ491605 CLEARINGHOUSE NUMBER: IR529552 PERSONAL AUTHOR : Schrage,-Michael TITLE: Beware the Computer Technocrats: Hardware Won't Educate Our Kids. PUBLICATION YEAR: 1994 SOURCE (JOURNAL CITATION): Educational Media and Technology Yearbook. v20 p64-65 1994 INTERNATIONAL STANDARD SERIAL NUMBER: 8755-2094 DESCRIPTIVE NOTE: For related article, see IR 529 553. DOCUMENT TYPE: Opinion-Papers (120); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Educational-Quality; *Educational-Technology MINOR DESCRIPTORS: Academic-Achievement; Business-; Comparative-Analysis; Computer-Attitudes; Educational-Improvement; Elementary-Secondary-Education; Foreign-Countries; Futures-of-Society; Problems-; Public-Education; Science-and-Society MAJOR IDENTIFIERS: *Computer-Industry MINOR IDENTIFIERS: Computer-Use; Examples-; Profit-Making; United-States ABSTRACT: Argues that acquisition of computer technology by public schools will make entrepreneurs and bankers rich without improving educational quality. Evidence of commercial interest in promoting technology and educator interest in acquiring technology is given. Comparisons of educational achievement in America and other countries and suggestions for alternative approaches to educational improvement are made. (KRN) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 120; 080 UPDATE CODE: 199502 (CIJ) Record 26 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ491410 CLEARINGHOUSE NUMBER: IR529343 PERSONAL AUTHOR : Becker,-Henry-Jay TITLE: How Exemplary Computer-Using Teachers Differ from Other Teachers: Implications for Realizing the Potential of Computers in Schools. PUBLICATION YEAR: 1994 SOURCE (JOURNAL CITATION): Journal of Research on Computing in Education. v26 n3 p291-321 Spr 1994 INTERNATIONAL STANDARD SERIAL NUMBER: 0888-6504 DOCUMENT TYPE: Opinion-Papers (120); Reports-Research (143); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Elementary-School-Teachers; *Secondary-School-Teachers; *Teacher-Characteristics MINOR DESCRIPTORS: Class-Size; Collegiality-; Comparative-Analysis; Educational-Environment; Elementary-Secondary-Education; Evaluation-Criteria; National-Surveys; Resource-Allocation; School-Support; Standards-; Tables-Data; Teacher-Background; Teacher-Effectiveness; Teaching-Methods MAJOR IDENTIFIERS: *Computer-Users MINOR IDENTIFIERS: Teacher-Surveys ABSTRACT: Describes a study based on data from a national survey of elementary and secondary school teachers that identified exemplary computer-using teachers and examined differences between exemplary and other computer-using teachers, including school environments, personal backgrounds, and teaching practices. Collegiality, school support, resource allocation, and class size are discussed. (Contains nine references.) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 120; 143; 080 UPDATE CODE: 199502 (CIJ) Record 27 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ489741 CLEARINGHOUSE NUMBER: IR529251 PERSONAL AUTHOR : Johnson,-D-C TITLE: Evaluating the Impact of IT on Pupils' Achievements. PUBLICATION YEAR: 1994 SOURCE (JOURNAL CITATION): Journal of Computer Assisted Learning. v10 n3 p138-56 Sep 1994 INTERNATIONAL STANDARD SERIAL NUMBER: 0266-4909 DOCUMENT TYPE: Reports-Research (143); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Academic-Achievement; *Computer-Assisted-Instruction; *Information-Technology MINOR DESCRIPTORS: Case-Studies; Comparative-Analysis; Elementary-Secondary-Education; Evaluation-Methods; Foreign-Countries; Geography-; Intermode-Differences; Language-Arts; Learning-; Mathematics-Education; Science-Education; Tables-Data MINOR IDENTIFIERS: England-; Wales- ABSTRACT: Describes the ImpacT study that was conducted in England and Wales to evaluate the effect of information technology (IT) on elementary and secondary school students' achievements in English, geography, math, and science. Research design and methodologies are explained, and results are compared with students not using IT. (Contains 15 references.) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 143; 080 UPDATE CODE: 199501 (CIJ) Record 28 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ489736 CLEARINGHOUSE NUMBER: IR529246 PERSONAL AUTHOR : Vockell,-Edward-L TITLE: What Makes Teachers Use Computers? PUBLICATION YEAR: 1994 SOURCE (JOURNAL CITATION): Journal of Technology and Teacher Education. v2 n2 p107-17 1994 INTERNATIONAL STANDARD SERIAL NUMBER: 1059-7069 DOCUMENT TYPE: Reports-Research (143); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Teacher-Attitudes; *Teacher-Role MINOR DESCRIPTORS: Comparative-Analysis; Elementary-Secondary-Education; Guidelines-; Questionnaires-; Tables-Data MINOR IDENTIFIERS: Indiana- ABSTRACT: Examines and compares the ways in which teachers in two school systems in Indiana think about computers and actually use them for instruction. Guidelines are provided that suggest what school systems could do to make a stronger commitment to instructional computing. (Contains eight references.) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 143; 080 UPDATE CODE: 199501 (CIJ) Record 29 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ489729 CLEARINGHOUSE NUMBER: IR529239 PERSONAL AUTHOR : Stephenson,-Stanley-D TITLE: The Use of Small Groups in Computer-Based Training: A Review of Recent Literature. PUBLICATION YEAR: 1994 SOURCE (JOURNAL CITATION): Computers in Human Behavior. v10 n3 p243-60 Fall 1994 INTERNATIONAL STANDARD SERIAL NUMBER: 0747-5632 DOCUMENT TYPE: Information-Analyses-General (070); Reports-Evaluative (142); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Academic-Achievement; *Computer-Assisted-Instruction; *Individualized-Instruction; *Instructional-Effectiveness; *Research-Reports; *Small-Group-Instruction MINOR DESCRIPTORS: Adult-Learning; Aptitude-; Comparative-Analysis; Elementary-Secondary-Education; Evaluation-Problems; Heterogeneous-Grouping; Higher-Education; Homogeneous-Grouping; Intermode-Differences; Pretests-Posttests; Research-Needs; Sex ABSTRACT: Recent work in small-group computer-based training (CBT) reveals that the approach does not necessarily lead to higher achievement. Many of the studies, however, have methodological weaknesses. If proper guidance and structure can be provided to group members, using small group CBT should lead to higher achievement than individual CBT. (Contains 66 references.) (KRN) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 070; 142; 080 UPDATE CODE: 199501 (CIJ) Record 30 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ489699 CLEARINGHOUSE NUMBER: IR529206 PERSONAL AUTHOR : Plowman,-Lydia; Chambers,-Philip TITLE: Working with the New Generation of Interactive Media Technologies in Schools: CD-I and CDTV. PUBLICATION YEAR: 1994 SOURCE (JOURNAL CITATION): British Journal of Educational Technology. v25 n2 p125-34 May 1994 INTERNATIONAL STANDARD SERIAL NUMBER: 0007-1013 DOCUMENT TYPE: Reports-Evaluative (142); Reports-Research (143); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Multimedia-Instruction MINOR DESCRIPTORS: Comparative-Analysis; Computer-Software; Elementary-Secondary-Education; Foreign-Countries; Interactive-Video; Interviews-; Observation-; Problems-; Qualitative-Research; Student-Attitudes; Teacher-Attitudes MAJOR IDENTIFIERS: *Compact-Disk-Interactive; *Interactive-Systems MINOR IDENTIFIERS: England- ABSTRACT: Describes a preliminary evaluation of classroom use of compact disc interactive (CD-I) and Commodore Dynamic Total Vision (CDTV) interactive media systems. Information is provided on the pedagogical, operational, and logistical characteristics of these media compared to interactive video. Problems of poorly designed or inappropriate software and technology fatigue among teachers are discussed. (Contains seven references.) (KRN) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 142; 143; 080 UPDATE CODE: 199501 (CIJ) Record 31 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED371730 CLEARINGHOUSE NUMBER: IR016703 PERSONAL AUTHOR : Brown,-Margaret-E TITLE: Computer Simulation: Improving Case Study Methods for Preservice and Inservice Teacher Education. PUBLICATION YEAR: 1994 DESCRIPTIVE NOTE: Ed.D Practicum, Nova Southeastern University. EDRS PRICE: EDRS Price - MF01, PC05 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED371730 DOCUMENT TYPE: Dissertations-or-Theses-Practicum-Papers (043); Tests-or-Questionnaires (160) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Florida LANGUAGE: English PAGINATION: 124 MAJOR DESCRIPTORS: *Case-Method-Teaching-Technique; *Computer-Assisted-Instruction; *Computer-Simulation; *Educational-Diagnosis; *Educational-Technology; *Learning-Disabilities MINOR DESCRIPTORS: Case-Studies; Comparative-Analysis; Elementary-Secondary-Education; Higher-Education; Inservice-Teacher-Education; Preservice-Teacher-Education; Problems-; Questionnaires-; Special-Education; Student-Attitudes; Teacher-Education ABSTRACT: This practicum was designed to address a problem in a teacher education program where case study experience for education students to learn to diagnose learning disabilities was limited and difficult to provide due to such problems as course scheduling, transportation in a rural area, and identifying appropriate children for study. Participants included undergraduate and graduate students, school district resource teachers, and faculty instructors. Practicum goals were to improve case study experiences for preservice education students learning to diagnose the nature of learning disabilities in school age children and youth; enhancing inservice teacher training; and facilitating the use of technology across the curriculum in the teacher education programs. With the available technology in the school of education, a computer simulation for case study was implemented. The vast majority of students found computer simulation case study to be an easy-to-use and effective tool in the education program. Included in the appendices are questionnaires used in the evaluation of the simulation. (Contains 43 references.) (Author/JLB) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 043; 160 UPDATE CODE: 199411 (RIE) Record 32 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED371728 CLEARINGHOUSE NUMBER: IR016701 PERSONAL AUTHOR : Greenwood,-Vanessa TITLE: Instructional Communication: Bridging the Gap between Education and Technology. PUBLICATION YEAR: 1994 DESCRIPTIVE NOTE: Paper presented at the Western Speech Communication Association Annual Convention (San Jose, CA, February 23-27, 1994). EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED371728 DOCUMENT TYPE: Information-Analyses-General (070); Reports-Evaluative (142); Speeches-or-Meeting-Papers (150) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; California LANGUAGE: English PAGINATION: 25 MAJOR DESCRIPTORS: *Educational-Technology MINOR DESCRIPTORS: Comparative-Analysis; Computer-Assisted-Instruction; Educational-Development; Educational-Innovation; Educational-Methods; Educational-Research; Elementary-Secondary-Education; Information-Technology ABSTRACT: This paper calls for a close examination of the interface between technology and education. First, it examines previous research in the field of instructional technology. Secondly, it critiques the current body of research, dominated by those in a rather separate field, educational technology. The bodies of research are compared, and a critical perspective is applied to several areas: the basic linear assumptions about learning; the link of technology to economic and social efficiency; and the decontexualized methods of the research itself. Thirdly, based on this critical analysis, the paper calls for more research, not from the perspective of technology itself, but rather from the newly emerging perspectives of instructional communication. The paper supports a more critically-oriented view of the role of technology as both a method and a curriculum. (Contains 53 references.) (JLB) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 070; 142; 150 UPDATE CODE: 199411 (RIE) Record 33 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED371714 CLEARINGHOUSE NUMBER: IR016628 PERSONAL AUTHOR : Wang,-Sherwood TITLE: Understanding Technology Infusion: Comparing Rural and Urban Contexts. PUBLICATION YEAR: 1994 DESCRIPTIVE NOTE: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994). EDRS PRICE: EDRS Price - MF01, PC02 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED371714 DOCUMENT TYPE: Reports-Research (143); Speeches-or-Meeting-Papers (150); Tests-or-Questionnaires (160) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Virginia LANGUAGE: English PAGINATION: 30 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Context-Effect; *Educational-Technology; *Rural-Schools; *Technological-Advancement; *Urban-Schools MINOR DESCRIPTORS: Administrator-Attitudes; Beliefs-; Case-Studies; Comparative-Analysis; Educational-Philosophy; Elementary-Secondary-Education; Human-Resources; Integrated-Activities; Profiles-; Role-Models; Surveys-; Teacher-Attitudes MINOR IDENTIFIERS: Focus-Groups-Approach ABSTRACT: The contextual factors that influence the infusion of technology into rural and urban schools are explored in this study of technology integration in education. Two case studies of schools that have had a technology-rich environment for at least two years are analyzed using a document review, focus-group interviews, individual interviews, and classroom observations. Organizational, technological, and human-resources profiles describe the school environments. The rural high school has 392 students in grades 8 through 12, with an overall faculty-student ratio of 1 to 10. The urban school has 1,611 students in grades 9 through 12, served by 130 faculty and staff members. In both settings, the beliefs and visions of the administration and faculty who were interviewed included both pedagogical and catalytic rationales for computer-mediated instruction. Adaptability was a characteristic of both schools, and in both there was a core of technology-using teachers who modeled appropriate technology use in the classroom. Both schools already had an extensive technology base. Characteristics of technology infusion were affected by contextual factors in each school. An attachment contains forms used in the survey. (Contains 3 references.) (SLD) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 143; 150; 160 UPDATE CODE: 199411 (RIE) Record 34 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ481861 CLEARINGHOUSE NUMBER: IR528464 PERSONAL AUTHOR : Royer,-James-M TITLE: Can U.S. Developed CAI Work Effectively in a Developing Country? PUBLICATION YEAR: 1994 SOURCE (JOURNAL CITATION): Journal of Educational Computing Research. v10 n1 p41-61 1994 INTERNATIONAL STANDARD SERIAL NUMBER: 0735-6331 DOCUMENT TYPE: Opinion-Papers (120); Reports-Research (143); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Cultural-Differences; *Developing-Nations MINOR DESCRIPTORS: Ability-Grouping; Academic-Ability; Comparative-Analysis; Conventional-Instruction; Effect-Size; Elementary-Secondary-Education; Foreign-Countries; Intermode-Differences; Mathematics-Instruction; Reading-Instruction; Sex-Differences; Tables-Data MINOR IDENTIFIERS: Grenada- ABSTRACT: Describes a study that examined the impact of computer-assisted instruction developed in the United States on the reading and math performance of students in Grenada. Results were compared with students receiving conventional instruction for high and low ability students and for gender differences. (Contains seven references.) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 120; 143; 080 UPDATE CODE: 199408 (CIJ) Record 35 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ479859 CLEARINGHOUSE NUMBER: IR528378 PERSONAL AUTHOR : Riel,-Margaret TITLE: Computer-Mediated Communication: A Tool for Reconnecting Kids with Society. PUBLICATION YEAR: 1990 SOURCE (JOURNAL CITATION): Interactive Learning Environments. v1 n4 p255-63 Dec 1990 INTERNATIONAL STANDARD SERIAL NUMBER: 1049-4820 DOCUMENT TYPE: Opinion-Papers (120); Reports-Research (143); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Computer-Networks MINOR DESCRIPTORS: Comparative-Analysis; Cooperative-Learning; Elementary-Secondary-Education; Intermode-Differences; Learning-Activities; Reading-Skills; Social-Environment; Writing-Skills MAJOR IDENTIFIERS: *Computer-Mediated-Communication ABSTRACT: Discusses the use of computer-mediated communication (CMC) in education and summarizes three studies that demonstrated the positive effect of electronic networking on elementary and secondary students' reading and writing skills and their interest in meaningful educational activities. Highlights include knowledge construction; collaborative learning; and the social context of learning. (Contains 19 references.) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 120; 143; 080 UPDATE CODE: 199407 (CIJ) Record 36 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ478077 CLEARINGHOUSE NUMBER: IR528173 PERSONAL AUTHOR : Waugh,-Michael-L TITLE: Organizing Electronic Network-Based Instructional Interactions: Successful Strategies and Tactics, Part I. PUBLICATION YEAR: 1994 SOURCE (JOURNAL CITATION): Computing Teacher. v21 n5 p21-22 Feb 1994 INTERNATIONAL STANDARD SERIAL NUMBER: 0278-9175 DOCUMENT TYPE: Opinion-Papers (120); Reports-Descriptive (141); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Computer-Networks MINOR DESCRIPTORS: Comparative-Analysis; Elementary-Secondary-Education; Information-Networks; Learning-Activities MAJOR IDENTIFIERS: *Organizational-Analysis MINOR IDENTIFIERS: A-T-and-T-Learning-Network; FrEdMail-; Macroanalysis-; National-Geographic-Kids-Network ABSTRACT: This first in a series of articles on organizing electronic network-based instructional interactions describes and compares macro-organizational elements, strategies, and tactics of three popular electronic networks: the FrEdMail Network, the National Geographic Kids' Network, and the AT&T Learning Network. (Contains five references.) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 120; 141; 080 UPDATE CODE: 199406 (CIJ) Record 37 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED365306 CLEARINGHOUSE NUMBER: IR016480 PERSONAL AUTHOR : Brownstein,-Erica-M TITLE: Author Your Own!! Friendlier Software for Your Instructional Power. PUBLICATION YEAR: 1993 DESCRIPTIVE NOTE: Paper presented at the Annual Meeting of the National Science Teachers Association (Kansas City, MO, April 3, 1993). EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED365306 DOCUMENT TYPE: Bookor-Product-Reviews (072); Reports-Evaluative (142); Speeches-or-Meeting-Papers (150) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Ohio TARGET AUDIENCE: Teachers; Practitioners LANGUAGE: English PAGINATION: 22 MAJOR DESCRIPTORS: *Authoring-Aids-Programming; *Computer-Assisted-Instruction; *Educational-Technology; *Instructional-Materials MINOR DESCRIPTORS: Comparative-Analysis; Computer-Software-Development; Computer-Software-Evaluation; Cost-Effectiveness; Elementary-Secondary-Education; Higher-Education; Menu-Driven-Software; Multimedia-Instruction; Teacher-Developed-Materials; Teaching-Methods MINOR IDENTIFIERS: Apple-Macintosh; Windows-(Software) ABSTRACT: Applications are now available that allow teachers to create presentations and programs tailored to the exact needs of their students. This paper examines tools that may be used for presentations. Programming environments that may be used to develop computer aided instructional programs are also compared and contrasted. The availability of programs in Microsoft (MS) Windows for the IBM compatible is given. The presentation design options compared include the following: (1) paper and pencil; (2) Aldus Persuasion; (3) MS PowerPoint; (4) HyperCard; (5) Course of Action (Authorware); (6) MS Word; and (7) MacDraw Pro. Features that are compared are learning curve, ability to create outlines, presentation package generation, graphics capabilities, color, speed, performance, availability, options supported, personal preference, and cost. An overall preference is expressed for Authorware for its ease and speed of use. Six figures compare program features. (SLD) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 072; 142; 150 UPDATE CODE: 199405 (RIE) Record 38 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ472973 CLEARINGHOUSE NUMBER: IR527581 PERSONAL AUTHOR : Reinen,-Ingeborg-Janssen; Plomp,-Tjeerd TITLE: Some Gender Issues in Educational Computer Use: Results of an International Comparative Survey. PUBLICATION YEAR: 1993 SOURCE (JOURNAL CITATION): Computers and Education. v20 n4 p353-65 Jun 1993 INTERNATIONAL STANDARD SERIAL NUMBER: 0360-1315 DOCUMENT TYPE: Opinion-Papers (120); Reports-Research (143); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Educational-Trends; *Equal-Education; *Females-; *Gender-Issues; *Sex-Differences; *Sex-Fairness MINOR DESCRIPTORS: Comparative-Analysis; Curriculum-Development; Elementary-Secondary-Education; Foreign-Countries; Role-Models; School-Policy; Tables-Data MAJOR IDENTIFIERS: *International-Trends MINOR IDENTIFIERS: Computer-Attitudes; Computers-in-Education-(IEA); International-Surveys; United-States ABSTRACT: Discussion of the results of an international survey of computer use in education focuses on three areas: (1) the degree to which female role models are offered to girls; (2) ways school policies take gender equity issues into account; and (3) the extent to which gender equity issues are dealt with in the curriculum. (Contains 18 references.) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 120; 143; 080 UPDATE CODE: 199403 (CIJ) Record 39 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED362211 CLEARINGHOUSE NUMBER: IR016367 PERSONAL AUTHOR : Williams,-Michael-D TITLE: A Comprehensive Review of Learner-Control: The Role of Learner Characteristics. PUBLICATION YEAR: 1993 DESCRIPTIVE NOTE: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (15th, New Orleans, Louisiana, January 13-17, 1993); see IR 016 300. EDRS PRICE: EDRS Price - MF01, PC02 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED362211 DOCUMENT TYPE: Information-Analyses-General (070); Opinion-Papers (120); Speeches-or-Meeting-Papers (150) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Louisiana LANGUAGE: English PAGINATION: 33 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Individual-Instruction; *Instructional-Effectiveness; *Learner-Controlled-Instruction; *Performance-Factors; *Programmed-Instruction MINOR DESCRIPTORS: Cognitive-Processes; Comparative-Analysis; Educational-Research; Elementary-Secondary-Education; Literature-Reviews; Models-; Motivation-; Research-Needs; Student-Characteristics ABSTRACT: This paper reviews findings from over 70 published studies investigating various facets of learner-control in computer-based instruction (CBI). General conclusions about the relative effectiveness of learner-control versus program-control are equivocal. Across these studies, however, are strong suggestions that individual learner differences can greatly contribute to both the choices students make and to the effectiveness of those choices. Some researchers examine those differences on a global level, interacting with such broad instructional variables as learner-control versus program-control, following an aptitude-treatment interaction paradigm. Other investigators, however, look for interactions occurring on a moment-by-moment basis under micro-instructional conditions, that is the task-specific situation encountered during the course of the lesson delivery. Other paradigms are also discussed. The review extends the previous surveys of Carrier (1984), Hannafin (1984), Milheim and Martin (1981), and Steinberg (1977, 1989), paying particular attention to the role of learner individual differences in the effectiveness of learner-controlled CBI. Specifically, the impact on learner-control effectiveness of both rational-cognitive processes and emotional-motivational states of the learner are highlighted. Useful instructional prescriptions are proposed which take into account these variables. Recommendations for future research are offered. (Contains 188 references.) (Author/KRN) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 070; 120; 150 UPDATE CODE: 199402 (RIE) Record 40 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED362172 CLEARINGHOUSE NUMBER: IR016328 PERSONAL AUTHOR : Kenny,-Richard-F TITLE: The Effectiveness of Instructional Orienting Activities in Computer-Based Instruction. PUBLICATION YEAR: 1993 DESCRIPTIVE NOTE: In: Proceedings of Selected Research and Development Presentations at the Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (15th, New Orleans, Louisiana, January 13-17, 1993); see IR 016 300. EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED362172 DOCUMENT TYPE: Information-Analyses-General (070); Speeches-or-Meeting-Papers (150) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Louisiana LANGUAGE: English PAGINATION: 22 MAJOR DESCRIPTORS: *Advance-Organizers; *Computer-Assisted-Instruction; *Instructional-Design; *Instructional-Effectiveness MINOR DESCRIPTORS: Comparative-Analysis; Elementary-Secondary-Education; Higher-Education; Literature-Reviews; Study-Guides; Tables-Data MAJOR IDENTIFIERS: *Graphic-Organizers MINOR IDENTIFIERS: Generative-Computer-Assisted-Instruction; Schema-Theory ABSTRACT: Research literature pertaining to the use of instructional organizers is reviewed, and a comparative analysis is made of their effectiveness with computer-based instruction (CBI). One of the earliest forms of instructional organizer is the advance organizer, first proposed by David Ausubel (1960, 1963) which is meant to facilitate the retention of meaningful verbal information. Other instructional organizers include the graphic organizer, a tree diagram that introduces new material, and the pictorial graphic organizer, which can be presented to students or developed with their assistance. Research pertaining to the use of instructional organizers in CBI has not been extensive. The two theoretical approaches that have guided this work are those of the generative learning hypothesis and schema theory. Evidence for the success of instructional organizers has not been consistent, and it appears that no single theoretical approach is sufficient in itself to predict the effectiveness of instructional orienting techniques and to guide their design. Further research is needed on the application of generative learning and schema theory to CBI. Four tables summarize research results. (Contains 78 references.) (SLD) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 070; 150 UPDATE CODE: 199402 (RIE) Record 41 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ463379 CLEARINGHOUSE NUMBER: TM517199 PERSONAL AUTHOR : Bangert-Drowns,-Robert-L TITLE: The Word Processor as an Instructional Tool: A Meta-Analysis of Word Processing in Writing Instruction. PUBLICATION YEAR: 1993 SOURCE (JOURNAL CITATION): Review of Educational Research. v63 n1 p69-93 Spr 1993 INTERNATIONAL STANDARD SERIAL NUMBER: 0034-6543 DOCUMENT TYPE: Information-Analyses-General (070); Reports-Evaluative (142); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Instructional-Effectiveness; *Student-Attitudes; *Word-Processing; *Writing-Instruction MINOR DESCRIPTORS: Comparative-Analysis; Educational-Research; Effect-Size; Elementary-Secondary-Education; Higher-Education; Meta-Analysis; Research-Reports; Writing-Composition; Writing-Achievement ABSTRACT: This metanalysis reviews 32 studies that compared 2 groups of students receiving identical writing instruction, with only 1 group using word processing for writing assignments. Word processing improved the quality of student writing but did not improve student attitudes. Suggestions are given for using word processing more effectively. (SLD) CLEARINGHOUSE: TM SOURCE FILE: EJ DOCUMENT TYPE CODE: 070; 142; 080 UPDATE CODE: 199309 (CIJ) Record 42 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED356763 CLEARINGHOUSE NUMBER: IR015984 PERSONAL AUTHOR : Overbaugh,-Richard-C; Reed,-W-Michael TITLE: The Comparative Effects of an Introductory versus a Content-Specific Computer Course for Educators on Computer Anxiety and Stages of Concern. PUBLICATION YEAR: 1992 DESCRIPTIVE NOTE: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992). EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED356763 DOCUMENT TYPE: Reports-Research (143); Speeches-or-Meeting-Papers (150) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; West-Virginia LANGUAGE: English PAGINATION: 15 MAJOR DESCRIPTORS: *Attitude-Change; *Computer-Anxiety; *Computer-Assisted-Instruction; *Computer-Literacy; *Student-Attitudes MINOR DESCRIPTORS: Comparative-Analysis; Computer-Science-Education; Curriculum-Development; Educational-Research; Elementary-Secondary-Education; Higher-Education; Inservice-Teacher-Education; Likert-Scales; Preservice-Teacher-Education ABSTRACT: In this study, the effects of an introductory computer class versus a content-specific course, computers across the curriculum class were examined for changes in computer anxiety and computer concerns. Computer anxiety was measured with a modified version of the Spielberger Self Evaluation Instrument. To track and compare changes in pre-service and inservice teachers' concerns about computers through the seven stages normally experienced when teachers are introduced to new technology, the Stages of Concern instrument, developed by Hall, Rutherford, and George (1988), was utilized. The population of the study consisted of 20 graduate students enrolled in an introductory computer course and 15 graduate students enrolled in a content-specific course using computers. It was found that both treatments were effective in reducing computer anxiety. Students in the introductory course had significant changes in the informational and management concerns. Although the conten t-specific groups did experience some changes, there were no significant changes in their educational computing concerns. Both groups gained competency in educational computing and knowledge and confidence in integrating computers with various curricula. (Contains 14 references.) (ALF) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 143; 150 UPDATE CODE: 199309 (RIE) Record 43 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ461982 CLEARINGHOUSE NUMBER: TM517156 PERSONAL AUTHOR : Yerushalmy,-Michal; Gafni,-Rina TITLE: Syntactic Manipulations and Semantic Interpretations in Algebra: The Effect of Graphic Representation. PUBLICATION YEAR: 1992 SOURCE (JOURNAL CITATION): Learning and Instruction. v2 n4 p303-19 1992 INTERNATIONAL STANDARD SERIAL NUMBER: 0959-4752 DESCRIPTIVE NOTE: Companion volume to the "International Journal of Educational Research" (v 18 n 4 1992). DOCUMENT TYPE: Reports-Research (143); Journal-Articles (080) LANGUAGE: English MAJOR DESCRIPTORS: *Algebra-; *Debugging-Computers; *Elementary-School-Teachers; *Secondary-School-Teachers; *Transformations-Mathematics MINOR DESCRIPTORS: Comparative-Analysis; Computer-Assisted-Instruction; Elementary-Secondary-Education; Feedback-; Graphs-; Middle-Schools MAJOR IDENTIFIERS: *Graphic-Representation; *Syntactic-Processing MINOR IDENTIFIERS: Paper-and-Pencil-Tests; Semantic-Transformations ABSTRACT: Effects of graphic representations of algebraic functions on performance of tasks involving expression transformations were studied for 28 teachers debugging transformed expressions through syntactic manipulations (SYMs) or semantic interpretation (SEI). Those using SEI improved performance using graphs. Some positive effects of graphic feedback were found for the SYM group. (SLD) CLEARINGHOUSE: TM SOURCE FILE: EJ DOCUMENT TYPE CODE: 143; 080 UPDATE CODE: 199308 (CIJ) Record 44 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ457838 CLEARINGHOUSE NUMBER: IR526053 PERSONAL AUTHOR : Pelletier,-Pierre TITLE: Word Processing as a Support to the Writing Process. PUBLICATION YEAR: 1992 SOURCE (JOURNAL CITATION): International Journal of Instructional Media. v19 n3 p249-57 1992 INTERNATIONAL STANDARD SERIAL NUMBER: 0892-1815 DOCUMENT TYPE: Journal-Articles (080); Information-Analyses-General (070); Opinion-Papers (120); Reports-Research (143) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Word-Processing; *Writing-Instruction; *Writing-Processes MINOR DESCRIPTORS: Comparative-Analysis; Elementary-Secondary-Education; Models MINOR IDENTIFIERS: Theoretical-Analysis ABSTRACT: Investigates the theoretical basis of the writing process and describes the possibilities of word processing as a tool to support it. Writing process models are compared; the advantages of word processing are discussed, highlighting the revision process; and a model for use by elementary and secondary teachers is suggested. (21 references) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 070; 120; 143 UPDATE CODE: 199306 (CIJ) Record 45 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ451835 CLEARINGHOUSE NUMBER: IR525277 PERSONAL AUTHOR : Randel,-Josephine-M TITLE: The Effectiveness of Games for Educational Purposes: A Review of Recent Research. PUBLICATION YEAR: 1992 SOURCE (JOURNAL CITATION): Simulation & Gaming. v23 n3 p261-76 Sep 1992 INTERNATIONAL STANDARD SERIAL NUMBER: 1046-8781 DOCUMENT TYPE: Journal-Articles (080); Information-Analyses-General (070); Reports-Research (143) LANGUAGE: English MAJOR DESCRIPTORS: *Conventional-Instruction; *Educational-Games; *Instructional-Effectiveness; *Intermode-Differences MINOR DESCRIPTORS: Comparative-Analysis; Computer-Assisted-Instruction; Computer-Games; Elementary-Secondary-Education; Evaluation-Methods; Higher-Education; Intellectual-Disciplines; Literature-Reviews; Mathematics-Instruction; Research-Methodology; Research-Needs; Training-Methods MAJOR IDENTIFIERS: *Simulation-Games MINOR IDENTIFIERS: Empirical-Research ABSTRACT: Reviews empirical research from 1963 to 1991 that compared the instructional effectiveness of games to conventional classroom instruction. It is concluded that subject matter areas where very specific content can be targeted, especially mathematics, are more likely to show beneficial effects for gaming. (41 references) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 070; 143 UPDATE CODE: 199302 (CIJ) Record 46 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ443422 CLEARINGHOUSE NUMBER: IR524384 PERSONAL AUTHOR : Williams,-Carol-J; Brown,-Scott-W TITLE: A Review of the Research Issues in the Use of Computer-Related Technologies for Instruction: An Agenda for Research. PUBLICATION YEAR: 1991 SOURCE (JOURNAL CITATION): Educational Media and Technology Yearbook (EMTY). v17 p26-46 1991 INTERNATIONAL STANDARD SERIAL NUMBER: 8755-2094 DOCUMENT TYPE: Journal-Articles (080); Information-Analyses-General (070); Opinion-Papers (120) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Educational-Research; *Instructional-Effectiveness; *Intermode-Differences; *Models-; *Research-Needs MINOR DESCRIPTORS: Cognitive-Processes; Comparative-Analysis; Elementary-Secondary-Education; Higher-Education; Interactive-Video ABSTRACT: Review of the research literature focuses on research comparing computer-assisted instruction with conventional instruction; basic research issues for instructional technology; implications of the information processing model; implications of cognitive strategies and knowledge organization for instructional technology; computers as tools for research; and instructional events and cognitive models of instruction and learning. (71 references) (DB) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 070; 120 UPDATE CODE: 199208 (CIJ) Record 47 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED343580 CLEARINGHOUSE NUMBER: IR015536 TITLE: Bits, Bytes, and Barriers: Tennessee Teachers' Use of Technology. INSTITUTIONAL NAME (CORPORATE SOURCE): Appalachia Educational Lab., Charleston, WV.; Tennessee Education Association, Nashville. PUBLICATION YEAR: 1991 EDRS PRICE: EDRS Price - MF01, PC02 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED343580 DOCUMENT TYPE: Reports-Research (143); Tests-or-Questionnaires (160) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; West-Virginia TARGET AUDIENCE: Policymakers; Practitioners LANGUAGE: English PAGINATION: 47 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Educational-Technology; *Inservice-Teacher-Education; *Policy-Formation; *Teacher-Attitudes; *Use-Studies MINOR DESCRIPTORS: Comparative-Analysis; Elementary-Secondary-Education; Instructional-Effectiveness; Microcomputers-; Postsecondary-Education; Questionnaires-; School-Surveys; Teacher-Role MAJOR IDENTIFIERS: *Tennessee- ABSTRACT: This report presents the results of a study conducted with 449 Tennessee educators that investigated the use of educational technology in the state's classrooms. The Tennessee Education Association, as part of its Tennessee Teachers' Technology Initiative, funded in part by a grant from BellSouth, collaborated with the Appalachia Educational Laboratory in the design of the study. The study results are intended to benefit teachers interested in or involved with technology, and to provide data that will help in local and state policy formation. The report is organized to convey the findings of the survey while describing the predominant condition of educational technology in Tennessee classrooms and teacher recommendations for improvements in policy and practice. The preface presents the design and methodology of the study as well as an introduction to the report. Based on a review of the literature, the rationale provides an overview of the use of educational technology for instruction and discusses the findings of additional studies on teachers' knowledge of, attitudes toward, and use of computers and other forms of educational technology. The findings of this study are presented in the following clusters: Demographic Summary of Respondents; Current Knowledge about Training in Technology; Use of Technology and Effects on Students; Benefits of and Obstacles to Technology Use in Instruction; Recommendations for School Policy on Educational Technology; Extent and Types of Instructional Use of Microcomputers; Location, Frequency, and Purpose of Instructional Use of Microcomputers; and Additional Comments about Educational Technology Use. The findings of this study are then compared with the findings of national surveys. Recommendations for policy and practice for teachers, administrators, policymakers, and association personnel conclude the report. An executive summary of the report, a copy of the study questionnaire, and a 40-item bibliography are also provided. (DB) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 143; 160 UPDATE CODE: 199208 (RIE) Record 48 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ441819 CLEARINGHOUSE NUMBER: IR524281 PERSONAL AUTHOR : Kristiansen,-Rolf TITLE: Consensus on Computers in Education: Do Teachers, Parents and Pupils Share the Same Expectations and Attitudes towards Computers? PUBLICATION YEAR: 1991 SOURCE (JOURNAL CITATION): Education and Computing. v7 n3-4 p199-207 1991 INTERNATIONAL STANDARD SERIAL NUMBER: 0167-9287 DOCUMENT TYPE: Journal-Articles (080); Reports-Research (143) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Microcomputers-; *Parent-Attitudes; *Student-Attitudes; *Teacher-Attitudes MINOR DESCRIPTORS: Comparative-Analysis; Educational-Technology; Elementary-Secondary-Education; Family-School-Relationship; Foreign-Countries; Information-Technology; Surveys-; Teacher-Education MAJOR IDENTIFIERS: *Norway- ABSTRACT: Data were collected in 1990 from teachers, parents, and students in elementary and lower secondary schools on their attitudes toward information and educational technology. The study was designed to determine whether the three groups share the same expectations and attitudes toward microcomputers and to identify important factors influencing computer use in education. (29 references) (DB) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 143 UPDATE CODE: 199207 (CIJ) Record 49 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED342381 CLEARINGHOUSE NUMBER: IR015415 PERSONAL AUTHOR : Shlechter,-Theodore-M TITLE: What Do We Really Know about Small Group CBT? PUBLICATION YEAR: 1991 DESCRIPTIVE NOTE: Paper presented at the Annual Conference of the Association for the Development of Computer-based Instructional Systems (33rd, St. Louis, MO, November 11-14, 1991). EDRS PRICE: EDRS Price - MF01, PC02 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED342381 DOCUMENT TYPE: Speeches-or-Meeting-Papers (150) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Kentucky LANGUAGE: English PAGINATION: 33 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Group-Dynamics; *Instructional-Effectiveness; *Small-Group-Instruction MINOR DESCRIPTORS: Academic-Achievement; Comparative-Analysis; Cooperative-Learning; Cost-Effectiveness; Educational-Strategies; Elementary-Secondary-Education; Interpersonal-Relationship; Meta-Analysis; Microcomputers-; Student-Attitudes; Surveys-; Teacher-Attitudes ABSTRACT: Foremost among many recent trends in education has been a surge of interest in small group instruction. Questions remain concerning the relative educational value of small group computer assisted instruction (CAI) or CBT (broadly defined as instructional use of computers). This paper presents the results of an investigation of 55 works on this topic. The works include previous review articles, comparisons of small group versus individualized CBT, investigations of the relative impact of different grouping strategies, and observational and questionnaire surveys of small group CBT use. The 55 works are presented in the following groups: 10 review articles, 20 comparison studies, 16 grouping studies, and 15 survey studies. Some overlap between comparison and grouping studies does occur. Consistent effects were not found for either small group or individualized use of computers on students' academic achievement or retention scores. Small group learning did lead to a more efficient use of the computers. In addition, positive social interactions among students were typically found for small group CBT activities. Small group CBT can thus seemingly help educators and trainers meet the contemporary challenge of using computers with dwindling financial resources. (57 references) (DB) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 150 UPDATE CODE: 199207 (RIE) Record 50 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ438035 CLEARINGHOUSE NUMBER: IR523872 PERSONAL AUTHOR : Andre,-Thomas; Veldhuis,-G-Henry TITLE: Use of Computers by Physics and Physical Science Teachers. PUBLICATION YEAR: 1991 SOURCE (JOURNAL CITATION): Journal of Computer-Based Instruction. v18 n4 p113-17 Fall 1991 INTERNATIONAL STANDARD SERIAL NUMBER: 0098-597X DOCUMENT TYPE: Journal-Articles (080); Reports-Research (143) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Microcomputers-; *Physical-Sciences; *Physics-; *Science-Teachers MINOR DESCRIPTORS: Analysis-of-Variance; Comparative-Analysis; Courseware-; Elementary-Secondary-Education; Laboratories-; Questionnaires-; State-Surveys; Use-Studies MAJOR IDENTIFIERS: *Iowa-; *Teacher-Surveys MINOR IDENTIFIERS: Computer-Users ABSTRACT: Describes a survey of physics and physical science teachers in Iowa that was conducted to determine their use of microcomputers. Availability of computers and types of software used are examined, frequency of use and access to computer laboratories are investigated, and results are compared with those from earlier surveys. (seven references) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 143 UPDATE CODE: 199205 (CIJ) Record 51 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: EJ433970 CLEARINGHOUSE NUMBER: UD516136 PERSONAL AUTHOR : Picciano,-Anthony TITLE: Computers, City and Suburb: A Study of New York City and Westchester County Public Schools. PUBLICATION YEAR: 1991 SOURCE (JOURNAL CITATION): Urban Review. v23 n3 p191-206 Sep 1991 INTERNATIONAL STANDARD SERIAL NUMBER: 0042-0972 DOCUMENT TYPE: Journal-Articles (080); Reports-Research (143) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Computer-Literacy; *Computer-Software; *Curriculum-Development MINOR DESCRIPTORS: Comparative-Analysis; Elementary-Secondary-Education; Equal-Education; Middle-Class; Minority-Groups; Suburban-Schools; Urban-Schools; Whites-; Working-Class MAJOR IDENTIFIERS: *New-York-(New-York); *New-York-(Westchester-County) ABSTRACT: Use of computers for instruction in public schools in New York City is compared with that in public schools in suburban Westchester County. Survey responses from 90 city and 46 suburban schools emphasize hardware availability, the nature of instructional software, and perceived problems/progress in integrating computers into the curriculum. (SLD) CLEARINGHOUSE: UD SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 143 UPDATE CODE: 199202 (CIJ) Record 52 of 93 in The ERIC Database (1992-2003) ACCESSION NUMBER: ED337157 CLEARINGHOUSE NUMBER: IR015211 PERSONAL AUTHOR : Pelgrum,-Willem-J; Plomp,-Tjeerd TITLE: The Use of Computers in Education Worldwide: Results from a Comparative Survey in 18 Countries. PUBLICATION YEAR: 1991 DESCRIPTIVE NOTE: Paper presented at the Annual Conference of the American Educational Research Association (Chicago, IL, April 3-8, 1991). Statistical tables will not reproduce well due to small type size. EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED337157 DOCUMENT TYPE: Reports-Research (143); Speeches-or-Meeting-Papers (150) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: Netherlands LANGUAGE: English PAGINATION: 24 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Foreign-Countries; *Use-Studies MINOR DESCRIPTORS: Administrator-Attitudes; Comparative-Analysis; Computer-Literacy; Computer-Software; Elementary-Secondary-Education; Microcomputers-; School-Surveys; Teacher-Attitudes; Teacher-Education; Teaching-Methods ABSTRACT: In 1989, the International Association for the Evaluation of Educational Achievement (IEA) Computers in Education study collected data on computer use in elementary, and lower- and upper-secondary education in 22 countries. Although all data sets from the participating countries had not been received at the time of writing, this paper provides some preliminary results from 19 educational systems in 18 countries. Countries participating in the study include Belgium (Flemish and French school systems), Canada (British Columbia), China, France, West Germany, Greece, Hungary, India, Israel, Japan, Luxembourg, the Netherlands, New Zealand, Poland, Portugal, Slovenia, Switzerland, and the United States. The paper shows statistics related to: (1) the availability and the use of computer hardware, software, and peripherals; (2) the problems experienced in using computers in schools; and (3) the attitudes of administrators towards computers. The results show that drastic changes have taken place in the last few years in the number of schools equipped with computers, and the number of computers available in schools. It is noted that in most educational systems microcomputers are used by a limited number of teachers, and are used mainly for teaching students about computers. Major problems that appeared included a lack of teacher preparation time, the lack of sufficient computer software of high quality, and a lack of teacher education and training. It is suggested that the creation of short- and long-term implementation strategies could facilitate the integration of computers into existing subjects. (5 references) (DB) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 143; 150 UPDATE CODE: 199202 (RIE) Record 53 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED335022 CLEARINGHOUSE NUMBER: IR015189 PERSONAL AUTHOR : Wilson,-Brent; Cole,-Peggy TITLE: Cognitive Apprenticeships: An Instructional Design Review. PUBLICATION YEAR: 1991 DESCRIPTIVE NOTE: In: Proceedings of Selected Research Presentations at the Annual Convention of the Association for Educational Communications and Technology; see IR 015 132. EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED335022 DOCUMENT TYPE: Speeches-or-Meeting-Papers (150) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Florida LANGUAGE: English PAGINATION: 13 MAJOR DESCRIPTORS: *Cognitive-Psychology; *Instructional-Design; *Learning-Theories; *Models MINOR DESCRIPTORS: Classification-; Comparative-Analysis; Computer-Assisted-Instruction; Elementary-Secondary-Education; Epistemology-; Interactive-Video; Postsecondary-Education MAJOR IDENTIFIERS: *Cognitive-Apprenticeships ABSTRACT: This discussion of the relationship between two related disciplines--cognitive psychology and instructional design (ID)--characterizes instructional design as a more applied discipline, which concerns itself more with prescriptions and models for designing instruction, while instructional psychologists conduct empirical research on learning and instructional processes. It is posited that a problem-solving orientation to education is needed if schools are to achieve substantial learning outcomes, and the concept of cognitive apprenticeships, which emphasize returning instruction to settings where worthwhile problems can be worked with and solved, is proposed as a possible solution to this problem. A brief review of ID models focuses on instructional-design theory, component display theory, and elaboration theory, pointing out that some of the teaching models proposed by cognitive researchers bear strong resemblance to traditional ID models. The design elements of the cognitive apprenticeship model are then reviewed and related to traditional ID concepts. Examples of cognitive apprenticeships are given for teaching writing, reading, math, and weather forecasting. It is concluded that, even though instructional-design theorists may chafe at the continuing need to revise their theories in light of advances in psychological theory, it is good for both fields for the dialogue to continue. (46 references) (BBM) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 150 UPDATE CODE: 199112 (RIE) Record 54 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ424824 CLEARINGHOUSE NUMBER: IR522882 PERSONAL AUTHOR : Kulik,-Chen-Lin-C; Kulik,-James-A TITLE: Effectiveness of Computer-Based Instruction: An Updated Analysis. PUBLICATION YEAR: 1991 SOURCE (JOURNAL CITATION): Computers in Human Behavior. v7 n1-2 p75-94 1991 INTERNATIONAL STANDARD SERIAL NUMBER: 0747-5632 DOCUMENT TYPE: Journal-Articles (080); Information-Analyses-General (070); Reports-Research (143) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Instructional-Effectiveness; *Intermode-Differences MINOR DESCRIPTORS: Academic-Achievement; Comparative-Analysis; Effect-Size; Elementary-Secondary-Education; Higher-Education; Measures-Individuals; Meta-Analysis; Student-Attitudes; Tables-Data; Time-on-Task MINOR IDENTIFIERS: Computer-Attitudes ABSTRACT: Presents a meta analysis which examines results of 254 controlled evaluation studies that compared student learning in classes taught with and without computer-based instruction (CBI). Outcome measures are described, statistical analysis and effect size are discussed, and results are reported that show that CBI usually produces positive effects on students. (74 references) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 070; 143 UPDATE CODE: 199108 (CIJ) Record 55 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED328208 CLEARINGHOUSE NUMBER: IR014692 PERSONAL AUTHOR : McKeown,-Edward-N TITLE: Introducing New Technology: Chasing a Dream. PUBLICATION YEAR: 1990 DESCRIPTIVE NOTE: Paper presented at the International Conference on Technology and Education (7th, Brussels, Belgium, March 20-22, 1990). EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED328208 DOCUMENT TYPE: Speeches-or-Meeting-Papers (150) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: Canada; Ontario LANGUAGE: English PAGINATION: 9 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Educational-Change; *Program-Implementation MINOR DESCRIPTORS: Adoption-Ideas; Change-Strategies; Comparative-Analysis; Cost-Effectiveness; Elementary-Secondary-Education; Financial-Support; Foreign-Countries; Inservice-Teacher-Education; Local-Area-Networks; Microcomputers-; Postsecondary-Education; Professional-Continuing-Education MAJOR IDENTIFIERS: *Ontario-(Toronto) ABSTRACT: This report on the implementation of computer technology in Toronto elementary and secondary schools was based on an analysis of current implementation compared to what had been envisioned for the system in 1985. The following impediments to implementation were noted: (1) financial constraints due to a lack of provincial operating funds; (2) hardware demands and the need to update and/or replace computers as they become obsolete in the changing technological market; (3) software--finding and selecting quality programs from the vast quantity available, and then integrating their use into the classroom; (4) a need for inservice teacher education and continuing teacher education to facilitate the use of computers and other innovative technologies; (5) a need for technical support staff who will set up the technology and ensure its continued operation; (6) a need for curriculum support staff who are familiar with new technology and can assist teachers with curriculum development; and (7) political realities, particularly as they pertain to the allocation of resources and equality of opportunity. It is concluded that new materials, new practices, and new beliefs must also be addressed in order to effect educational change. (DB) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 150 UPDATE CODE: 199106 (RIE) Record 56 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ416974 CLEARINGHOUSE NUMBER: IR522212 PERSONAL AUTHOR : Riel,-Margaret-M; Levin,-James-A TITLE: Building Electronic Communities: Success and Failure in Computer Networking. PUBLICATION YEAR: 1990 SOURCE (JOURNAL CITATION): Instructional Science. v19 n2 p145-69 1990 INTERNATIONAL STANDARD SERIAL NUMBER: 0020-4277 DOCUMENT TYPE: Journal-Articles (080); Information-Analyses-General (070); Opinion-Papers (120); Reports-Evaluative (142) LANGUAGE: English MAJOR DESCRIPTORS: *Communication-Thought-Transfer; *Computer-Networks; *Telecommunications MINOR DESCRIPTORS: Comparative-Analysis; Computer-Assisted-Instruction; Elementary-Secondary-Education; Foreign-Countries; Higher-Education; Inservice-Teacher-Education; International-Programs; Research-Methodology; Researchers-; Student-Development; Writing-Composition ABSTRACT: Discussion of the use of computer networks to create electronic communities highlights a research strategy that compared educational activities conducted across electronic networks to examine features of successful and unsuccessful electronic communities. Networks described include university researchers' networks; teacher networks; student networks; and international networking. (24 references) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 070; 120; 142 UPDATE CODE: 199103 (CIJ) Record 57 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ412134 CLEARINGHOUSE NUMBER: IR521930 PERSONAL AUTHOR : Swan,-Karen TITLE: Honing in on the Target: Who among the Educationally Disadvantaged Benefits Most from What CBI? PUBLICATION YEAR: 1990 SOURCE (JOURNAL CITATION): Journal of Research on Computing in Education. v22 n4 p381-403 Sum 1990 DOCUMENT TYPE: Journal-Articles (080); Reports-Research (143) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Educationally-Disadvantaged; *Instructional-Effectiveness; *Remedial-Programs MINOR DESCRIPTORS: Academic-Achievement; Analysis-of-Covariance; Comparative-Analysis; Effect-Size; Elementary-Secondary-Education; Remedial-Mathematics; Remedial-Reading; Research-Needs; Scores-; Tables-Data MINOR IDENTIFIERS: Degrees-of-Reading-Power; Metropolitan-Achievement-Tests ABSTRACT: Analyzes results of a study that investigated the efficiency of computer-based instruction (CBI) for teaching remedial skills in reading and mathematics to educationally disadvantaged students in grades 3 through 10. Test results from Degrees of Reading Power (DRP) and Metropolitan Achievement Tests (MAT) are compared, and further research is suggested. (14 references) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 143 UPDATE CODE: 199012 (CIJ) Record 58 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ412128 CLEARINGHOUSE NUMBER: IR521913 PERSONAL AUTHOR : Barba,-Robertta TITLE: Examining Computer Configurations: Mini-Labs. PUBLICATION YEAR: 1990 SOURCE (JOURNAL CITATION): Computing Teacher. v17 n8 p8-10 May 1990 DOCUMENT TYPE: Journal-Articles (080); Opinion-Papers (120); Reports-Descriptive (141) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Laboratories-; *Microcomputers MINOR DESCRIPTORS: Comparative-Analysis; Cooperative-Learning; Cost-Effectiveness; Elementary-Secondary-Education; Instructional-Effectiveness; Public-Schools MINOR IDENTIFIERS: Computer-Security; Computer-Users ABSTRACT: Describes various configurations of computer equipment that can be used in public schools. Labs with multiple computers, one computer in a classroom, and minilabs (with three or four computers on a mobile cart) are compared for cost effectiveness, cooperative learning possibilities, instructional effectiveness, usage, security, and flexibility. (Three references) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 120; 141 UPDATE CODE: 199012 (CIJ) Record 59 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ405736 CLEARINGHOUSE NUMBER: IR521263 PERSONAL AUTHOR : Callison,-Daniel TITLE: Comparison of Teacher and Student Ratings of Microcomputer Software. PUBLICATION YEAR: 1989 SOURCE (JOURNAL CITATION): Computers in the Schools. v6 n1-2 p97-109 1989 DOCUMENT TYPE: Journal-Articles (080); Reports-Research (143) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Evaluation-Methods; *Microcomputers MINOR DESCRIPTORS: Comparative-Analysis; Computer-Games; Computer-Simulation; Correlation-; Courseware-; Drills-Practice; Elementary-Secondary-Education; Evaluation-Criteria; Programed-Tutoring; Public-Schools; Student-Attitudes; Teacher-Attitudes; Workshops MAJOR IDENTIFIERS: *Courseware-Evaluation MINOR IDENTIFIERS: Indiana-; Spearman-Rank-Correlation-Coefficient ABSTRACT: Reports on a program developed in Indiana public schools to hold software evaluation workshops that would compare teacher and student evaluations of the same software. The evaluation process is discussed; tutorials, drill and practice programs, simulations, and games are examined; and tests for correlation are described. (21 references) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 143 UPDATE CODE: 199008 (CIJ) Record 60 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED317159 CLEARINGHOUSE NUMBER: IR014178 PERSONAL AUTHOR : Weaver,-Dave TITLE: The State of Educational Software. A MicroSIFT Report. INSTITUTIONAL NAME (CORPORATE SOURCE): Northwest Regional Educational Lab., Portland, OR. SPONSORING AGENCY: Office of Educational Research and Improvement (ED), Washington, DC. CONTRACT/GRANT NUMBER(S): 400-86-006 PUBLICATION YEAR: 1989 DESCRIPTIVE NOTE: For the 1984 version, see ED 248 881. EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED317159 DOCUMENT TYPE: Information-Analyses-General (070); Reports-Research (143) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Oregon LANGUAGE: English PAGINATION: 21 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Computer-Software-Reviews; *Courseware MINOR DESCRIPTORS: Comparative-Analysis; Data-Analysis; Databases-; Elementary-Secondary-Education; Longitudinal-Studies; Microcomputers-; Prediction-; Statistical-Distributions MINOR IDENTIFIERS: Resources-in-Computer-Education ABSTRACT: This report provides an analysis of microcomputer software available for elementary and secondary level instruction in 1989 as compared to 1984. Data from the Resources in Computer Education (RICE) database are used to compare distribution of software programs by grade level; hardware manufacturer; application type (drill, tutorial, simulation, game, problem solving, tool); and subject area (fine arts, business education, computer science, language arts, foreign language, mathematics, science, social studies, special education, and vocational education). Based on analyses of the changes which have taken place over the 5-year period, future directions of the educational software industry are speculated upon. The report includes an annotated list of organizations that are producing educational software reviews and that make them available either nationally or within particular states. Data for both 1984 and 1989 are displayed in eight graphs. An appended description of the RICE Database includes information on how to order custom reports generated by the microcomputer system, which replaced the original online system in 1986. (NRP) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 070; 143 UPDATE CODE: 199008 (RIE) Record 61 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ404223 CLEARINGHOUSE NUMBER: IR521070 PERSONAL AUTHOR : Niemiec,-Richard-P TITLE: Comparing the Cost-Effectiveness of Tutoring and Computer-Based Instruction. PUBLICATION YEAR: 1989 SOURCE (JOURNAL CITATION): Journal of Educational Computing Research. v5 n4 p395-407 1989 DOCUMENT TYPE: Journal-Articles (080); Information-Analyses-General (070); Reports-Research (143) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Cost-Effectiveness; *Intermode-Differences; *Peer-Teaching; *Tutoring MINOR DESCRIPTORS: Academic-Achievement; Comparative-Analysis; Cost-Estimates; Elementary-Secondary-Education; Literature-Reviews; Meta-Analysis; Program-Implementation; Student-Motivation ABSTRACT: Compares the effects of peer tutoring and computer-based instruction on student achievement and motivation through a meta-analysis of research. Cost effectiveness is also investigated via ratios which combine the effects of the intervention with estimates of implementation costs, and an appendix includes reviews of 10 cost-effectiveness research studies. (32 references) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 070; 143 UPDATE CODE: 199007 (CIJ) Record 62 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ399491 CLEARINGHOUSE NUMBER: IR520684 PERSONAL AUTHOR : Vockell,-Edward-L; Kopenec,-Donald TITLE: Choosing the Right Database Management Program. PUBLICATION YEAR: 1989 SOURCE (JOURNAL CITATION): Computing Teacher. v17 n1 p29-32,43 Aug-Sep 1989 DOCUMENT TYPE: Journal-Articles (080); Reports-Research (143) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Database-Management-Systems MINOR DESCRIPTORS: Comparative-Analysis; Computer-Graphics; Editing-; Elementary-Secondary-Education; Information-Storage; Library-Automation; Search-Strategies MAJOR IDENTIFIERS: *AppleWorks-; *Software-Selection MINOR IDENTIFIERS: Computer-Printouts; Hypertext-; pfs-(Database-System) ABSTRACT: Provides a comparison of four database management programs commonly used in schools: AppleWorks, the DOS 3.3 and ProDOS versions of PFS, and MECC's Data Handler. Topics discussed include information storage, spelling checkers, editing functions, search strategies, graphs, printout formats, library applications, and HyperCard. (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 143 UPDATE CODE: 199004 (CIJ) Record 63 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ396870 CLEARINGHOUSE NUMBER: IR520330 PERSONAL AUTHOR : Hall,-Wendy; Layman,-J TITLE: Desktop Publishing in Education. PUBLICATION YEAR: 1989 SOURCE (JOURNAL CITATION): Journal of Computer Assisted Learning. v5 n2 p72-83 Jun 1989 DOCUMENT TYPE: Journal-Articles (080); Opinion-Papers (120); Reports-Descriptive (141) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Desktop-Publishing; *Microcomputers-; *Word-Processing MINOR DESCRIPTORS: Comparative-Analysis; Computer-Graphics; Computer-Software; Elementary-Secondary-Education; Foreign-Countries; Layout-Publications; Skill-Analysis; Text-Structure MAJOR IDENTIFIERS: *Text-Design MINOR IDENTIFIERS: United-Kingdom ABSTRACT: Discusses the state of desktop publishing (DTP) in education today and describes the weaknesses of the systems available for use in the classroom. Highlights include document design and layout; text composition; graphics; word processing capabilities; a comparison of commercial and educational DTP packages; and skills required for DTP. (four references) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 120; 141 UPDATE CODE: 199002 (CIJ) Record 64 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ390908 CLEARINGHOUSE NUMBER: IR519812 PERSONAL AUTHOR : Frey,-Karl TITLE: Microcomputer Applications in Education--A Report-in-Brief about Current Issues and Approaches in the Federal Republic of Germany. PUBLICATION YEAR: 1988 SOURCE (JOURNAL CITATION): Education and Computing. v4 n1 p13-19 1988 DOCUMENT TYPE: Journal-Articles (080); Information-Analyses-General (070) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Developed-Nations; *Microcomputers MINOR DESCRIPTORS: Comparative-Analysis; Computer-Science-Education; Curriculum-Development; Economic-Progress; Elementary-Secondary-Education; Foreign-Countries; Role-of-Education; Technological-Advancement MAJOR IDENTIFIERS: *West-Germany ABSTRACT: Summarizes the current status of the use of microcomputers in elementary and secondary schools in the Federal Republic of Germany. Curriculum development and research about computer science are described, the roles of technological advancement and education in economic advancement are discussed, and comparisons are made with other industrialized countries. (28 references) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 070 UPDATE CODE: 198910 (CIJ) Record 65 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ385819 CLEARINGHOUSE NUMBER: IR519445 PERSONAL AUTHOR : Owston,-Ronald-D; Dudley-Marling,-Curt TITLE: A Criterion-Based Approach to Software Evaluation. PUBLICATION YEAR: 1988 SOURCE (JOURNAL CITATION): Journal of Research on Computing in Education. v20 n3 p234-44 Spr 1988 INTERNATIONAL STANDARD SERIAL NUMBER: 0888-6504 DOCUMENT TYPE: Journal-Articles (080); Information-Analyses-General (070); Reports-Evaluative (142) LANGUAGE: English MAJOR DESCRIPTORS: *Evaluation-Methods; *Rating-Scales MINOR DESCRIPTORS: Comparative-Analysis; Computer-Assisted-Instruction; Correlation-; Courseware-; Elementary-Secondary-Education; Evaluation-Problems; Models-; Reliability-; Validity MAJOR IDENTIFIERS: *Courseware-Evaluation; *York-Educational-Software-Evaluation-Scales MINOR IDENTIFIERS: Criterion-Based-Selection; Educational-Products-Information-Exchange; Rating-Scale-Model ABSTRACT: Reviews current educational software evaluation methods, highlights problems, and describes the York Educational Software Evaluation Scales (YESES), an alternative criterion based model. Panel evaluation used by YESES is explained and YESES results are compared with evaluations from the Educational Products Information Exchange (EPIE) to indicate their validity and reliability. (21 references) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 070; 142 UPDATE CODE: 198907 (CIJ) Record 66 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ385763 CLEARINGHOUSE NUMBER: IR519378 PERSONAL AUTHOR : Dudley-Marling,-Curt TITLE: A Field-Testing Approach to Software Evaluation. PUBLICATION YEAR: 1988 SOURCE (JOURNAL CITATION): Computers in the Schools. v5 n1-2 p241-49 1988 DOCUMENT TYPE: Journal-Articles (080); Opinion-Papers (120); Reports-Evaluative (142) LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Courseware-; *Evaluation-Methods; *Observation MINOR DESCRIPTORS: Comparative-Analysis; Elementary-Secondary-Education; Field-Tests; Foreign-Countries; Guidelines-; Instructional-Effectiveness; Microcomputers MAJOR IDENTIFIERS: *Courseware-Evaluation; *York-Educational-Software-Evaluation-Scales MINOR IDENTIFIERS: Canada-; York-University-ON ABSTRACT: Discussion of the evaluation of educational software highlights two evaluation methods: (1) the York Educational Software Evaluation Scales (YESES), a criterion-based evaluation, and (2) a field-testing approach developed at York University. Guidelines for the field-testing approach include an emphasis on the observation of students. (22 references) (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 120; 142 UPDATE CODE: 198907 (CIJ) Record 67 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED302226 CLEARINGHOUSE NUMBER: IR013647 PERSONAL AUTHOR : Gourgey,-Annette TITLE: Computer-Assisted Instruction Evaluation Report, 1983-1984 School Year. DRET Report No. 21. INSTITUTIONAL NAME (CORPORATE SOURCE): Newark City School District, NJ. PUBLICATION YEAR: 1984 DESCRIPTIVE NOTE: Prepared by the Division of Research, Evaluation and Testing. EDRS PRICE: EDRS Price - MF01, PC10 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED302226 DOCUMENT TYPE: Reports-Research (143) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; New-Jersey LANGUAGE: English PAGINATION: 233 MAJOR DESCRIPTORS: *Academic-Achievement; *Bilingual-Education; *Computer-Assisted-Instruction; *Enrichment-Activities; *Program-Evaluation; *Remedial-Instruction MINOR DESCRIPTORS: Comparative-Analysis; Elementary-Secondary-Education; Evaluation-Criteria; Intermode-Differences; Mathematics-Instruction; Reading-Instruction; School-Districts MAJOR IDENTIFIERS: *Newark-School-System-NJ ABSTRACT: Designed to improve student achievement in reading, language arts, and mathematics, the computer-assisted instruction (CAI) program in the Newark, New Jersey, schools comprises a regular component for remedial and average-achieving students, an enrichment component for higher achieving students, and a bilingual component for students having limited proficiency in English. An evaluation of the program's effectiveness showed that: (1) the regular CAI program for mathematics and reading was more beneficial for students qualifying for remedial services than for average achievers; (2) the most effective management strategies were affective encouragement in reading and coordinated instruction in mathematics; (3) elementary students in the enrichment program scored higher in vocabulary but not in reading comprehension than nonparticipants; (4) students in the mathematics enrichment program scored higher than nonparticipants in both math computation and concepts and applications; (5) ninth grade algebra students in the program scored higher than nonparticipants in math computation but not in concepts and applications; (6) students in the bilingual program who were initially the most proficient in English had the smallest returns, but spent the most time on the computer; (7) the reading comprehension component was more effective for sixth grade students than for fourth and fifth graders; (8) CAI-developed skills in English proficiency at the primary level seemed to have no effect on academic achievement; and (9) participation in the CAI program did not significantly assist the performance of students in the upper grades in either English proficiency or mathematics. Six recommendations based on these findings conclude the report. The text is supplemented by 76 tables and 6 appendices that include 2 extensive companion studies: (1) "Reading Competencies and Reading Comprehension"; and (2) "The Impact of Computer-Assisted Instruction on Mathematics Learning Gains of Elementary and Secondary Students." (EW) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 143 UPDATE CODE: 198905 (RIE) Record 68 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ372400 CLEARINGHOUSE NUMBER: IR518357 PERSONAL AUTHOR : Collis,-Betty TITLE: Research Windows. PUBLICATION YEAR: 1988 SOURCE (JOURNAL CITATION): Computing Teacher. v15 n7 p7-8 Apr 1988 DOCUMENT TYPE: Journal-Articles (080); Information-Analyses-General (070) TARGET AUDIENCE: Teachers; Practitioners LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Educational-Research; *Intermode-Differences; *Use-Studies MINOR DESCRIPTORS: Comparative-Analysis; Elementary-Secondary-Education; Encyclopedias-; Information-Retrieval; Keyboarding-Data-Entry; Learning-Disabilities; Mathematics-Education; National-Surveys; Science-Education; Word-Processing; Writing-Composition; Writing-Skills ABSTRACT: Presents summaries of research studies related to instructional computer use: three compare word processed and handwritten text of students with and without learning disabilities; one compares student retrieval skills using print and electronic encyclopedias; and one examines computer use by math and science teachers via data from a U.S. national survey. (Author/LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 070 UPDATE CODE: 198810 (CIJ) Record 69 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ369267 CLEARINGHOUSE NUMBER: IR518123 PERSONAL AUTHOR : Underwood,-Jean TITLE: An Investigation of Teacher Intents and Classroom Outcomes in the Use of Information-Handling Packages. PUBLICATION YEAR: 1988 SOURCE (JOURNAL CITATION): Computers and Education. v12 n1 p91-100 1988 DOCUMENT TYPE: Journal-Articles (080); Opinion-Papers (120); Reports-Research (143); Speeches-or-Meeting-Papers (150) TARGET AUDIENCE: Administrators; Teachers; Practitioners LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Databases-; *Educational-Objectives; *Instructional-Effectiveness; *Learning-Strategies; *Online-Systems MINOR DESCRIPTORS: Case-Studies; Cognitive-Development; Communication-Skills; Comparative-Analysis; Computer-Literacy; Developed-Nations; Elementary-Secondary-Education; Foreign-Countries; Problem-Solving; Socialization MINOR IDENTIFIERS: United-Kingdom ABSTRACT: Describes a study that compared the expressed objectives of teachers using computer-based information handling packages in the classroom against recorded classroom outcomes. The areas of skill and knowledge acquisition, learning strategies, sociopsychological issues, and life skills are discussed. (9 references) (CLB) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 120; 143; 150 UPDATE CODE: 198808 (CIJ) Record 70 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ363800 CLEARINGHOUSE NUMBER: IR517742 PERSONAL AUTHOR : Rawitsch,-Don TITLE: The Computerized Database: Not a Simple Solution. PUBLICATION YEAR: 1988 SOURCE (JOURNAL CITATION): Computing Teacher. v15 n4 p34-37 Dec-Jan 1987-88 DOCUMENT TYPE: Journal-Articles (080); Opinion-Papers (120); Reports-Research (143) TARGET AUDIENCE: Teachers; Researchers; Practitioners LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Databases-; *Learning-Processes; *Problem-Solving MINOR DESCRIPTORS: Comparative-Analysis; Curriculum-Development; Elementary-Secondary-Education; Hypothesis-Testing; Inquiry-; Instructional-Improvement; Intermode-Differences; Social-Studies; Student-Attitudes; Teaching-Methods MINOR IDENTIFIERS: AppleWorks- ABSTRACT: Discussion of the use of computerized databases in classroom instruction focuses on problem solving skills, student attitudes toward computers, and learning processes. A study of eighth graders is described that tested hypotheses involving the comparative analysis of data, and its implications for curriculum development and instructional methods are discussed. (LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 120; 143 UPDATE CODE: 198804 (CIJ) Record 71 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED288496 CLEARINGHOUSE NUMBER: IR012889 PERSONAL AUTHOR : Ely,-Donald-P TITLE: A Review of Reviews of Research on Computer Assisted Instruction. ERIC Digest. INSTITUTIONAL NAME (CORPORATE SOURCE): ERIC Clearinghouse on Information Resources, Syracuse, NY. SPONSORING AGENCY: National Inst. of Education (ED), Washington, DC. CONTRACT/GRANT NUMBER(S): NIE-400-77-0015 PUBLICATION YEAR: 1984 AVAILABILITY: ERIC/IR, 030 Huntington Hall, Syracuse University, Syracuse, NY 13244 (free while the supply lasts). EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED288496 DOCUMENT TYPE: Information-Analyses-ERIC-IAP's (071) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; New-York TARGET AUDIENCE: Practitioners; Policymakers LANGUAGE: English PAGINATION: 3 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Instructional-Effectiveness; *Intermode-Differences; *Media-Research; *Student-Motivation MINOR DESCRIPTORS: Comparative-Analysis; Conventional-Instruction; Elementary-Secondary-Education; Higher-Education; Literature-Reviews MINOR IDENTIFIERS: ERIC-Digests ABSTRACT: With mounting interest in what research has shown about learning through computer assisted instruction (CAI), several research analysts have recently reviewed the CAI research for the past 20 years. Each review comes up with a set of conclusions that are fairly consistent with other reviews, and the conclusions from six of these studies are summarized in this digest as a guide for educators who want the essence of the research rather than comprehensive reports. These conclusions indicate that there is sufficient evidence to suggest a strong motivational element in computer use by students; continued use of computers lessens the initial motivation and tends to reduce retention; and the heightened effectiveness of CAI with elementary and secondary students is substantially reduced at the higher education level. (RP) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 071 UPDATE CODE: 198804 (RIE) Record 72 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ362655 CLEARINGHOUSE NUMBER: IR517623 PERSONAL AUTHOR : Owston,-Ronald-D; Wideman,-Herbert-H TITLE: The Value of Supplementing Panel Software Reviews with Field Observations. PUBLICATION YEAR: 1987 SOURCE (JOURNAL CITATION): Canadian Journal of Educational Communication. v16 n4 p295-308 Fall 1987 DOCUMENT TYPE: Journal-Articles (080); Reports-Research (143) TARGET AUDIENCE: Researchers LANGUAGE: English MAJOR DESCRIPTORS: *Evaluation-Criteria; *Field-Tests MINOR DESCRIPTORS: Comparative-Analysis; Computer-Assisted-Instruction; Courseware-; Developed-Nations; Elementary-Secondary-Education; Foreign-Countries; Summative-Evaluation MAJOR IDENTIFIERS: *Courseware-Evaluation; *York-Educational-Software-Evaluation-Scales MINOR IDENTIFIERS: Canada-; Courseware-Reviews; York-University-ON ABSTRACT: Describes study that compared teacher panel reviews of educational software to field test reports to determine the levels of agreement between the two evaluation types. Methods of evaluation are discussed, the York Educational Software Evaluation Scales (YESES) are explained, and the results of the study of 36 software packages are presented. (Author/LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 143 UPDATE CODE: 198803 (CIJ) Record 73 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED287161 CLEARINGHOUSE NUMBER: CS008954 PERSONAL AUTHOR : Chamberlain,-Ed TITLE: Cost-Benefit Analysis for ECIA Chapter 1 and State DPPF Programs Comparing Groups Receiving Regular Program Instruction and Groups Receiving Computer Assisted Instruction/Computer Management System (CAI/CMS). 1986-87. INSTITUTIONAL NAME (CORPORATE SOURCE): Columbus Public Schools, OH. Dept. of Evaluation Services. PUBLICATION YEAR: 1987 DESCRIPTIVE NOTE: For the previous report, see ED 281 146. EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED287161 DOCUMENT TYPE: Reports-Evaluative (142) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Ohio LANGUAGE: English PAGINATION: 12 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Computer-Managed-Instruction; *Cost-Effectiveness; *Reading-Improvement; *Reading-Instruction MINOR DESCRIPTORS: Comparative-Analysis; Elementary-Secondary-Education; Grade-4; Grade-5; Intermediate-Grades; Programed-Instructional-Materials; Reading-Achievement; Reading-Research; Reading-Skills; Remedial-Reading MINOR IDENTIFIERS: Columbus-Public-Schools-OH; Education-Consolidation-and-Improvement-Act-1981; Prescription-Learning-System ABSTRACT: A cost benefit study was conducted to determine the effectiveness of a computer assisted instruction/computer management system (CAI/CMS) as an alternative to conventional methods of teaching reading within Chapter 1 and DPPF funded programs of the Columbus (Ohio) Public Schools. The Chapter 1 funded Compensatory Language Experiences and Reading (CLEAR) program, serving elementary and middle schools, included both regular and CAI/CMS groups. A variety of computer instructional systems were used at these levels, the most prevalent being Prescription Learning in grades four and five and Dolphin at the middle school level. The DPPF funded Secondary Developmental Reading (SDR) program at the high school level included a regular group and a CAI/CMS group that used Prescription Learning techniques. Cost analysis base figures included salaries plus benefits for teachers and aides, as well as computer equipment and service contract costs. Comparative analysis between Regular and CAI/CMS units was examined in terms of enrollment, attendance, and achievement. Findings indicated that the per-pupil cost was greater in the CAI/CMS groups than in the regular groups at all three levels. The CAI/CMS groups surpassed the Regular group in achievement at the middle school level and in grades four and five, while a negative change occurred at the high school level. Findings also indicated that CAI/CMS teachers served more pupils per teacher than did regular program teachers, and that CAI/CMS pupils surpassed regular program pupils in attendance at all levels. (Tables of data are included.) (NKA) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: CS SOURCE FILE: ED DOCUMENT TYPE CODE: 142 UPDATE CODE: 198803 (RIE) Record 74 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED285250 CLEARINGHOUSE NUMBER: EA019587 PERSONAL AUTHOR : Avveduto,-Saverio TITLE: The Next 6000 Days: A Perspective on Employment and Education for the 21st Century. INSTITUTIONAL NAME (CORPORATE SOURCE): International Council on Education for Teaching, Washington, DC. PUBLICATION YEAR: 1987 DESCRIPTIVE NOTE: Translated from the Italian by Roberto Severino. EDRS PRICE: EDRS Price - MF01, PC04 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED285250 DOCUMENT TYPE: Books (010); Opinion-Papers (120) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; District-of-Columbia TARGET AUDIENCE: Researchers; Administrators; Practitioners LANGUAGE: English PAGINATION: 82 MAJOR DESCRIPTORS: *Change-Strategies; *Educational-Objectives; *Educational-Trends; *Employment-Projections; *Futures-of-Society; *Outcomes-of-Education MINOR DESCRIPTORS: Comparative-Analysis; Computer-Assisted-Instruction; Elementary-Secondary-Education; Equal-Opportunities-Jobs; Foreign-Countries; Higher-Education; Prediction-; Research-Utilization; School-Business-Relationship; Social-Influences; Student-School-Relationship MAJOR IDENTIFIERS: *Europe-(West) ABSTRACT: This volume evaluates the effects of contemporary issues and technological trends upon the nature of Western society's educational systems and its ability to cope with changes in employment. The work is a translation from Italian. Three chapters emphasize higher education and compulsory education's relationship to a future society of quality living. Chapter 1, "The Quality of the Future," describes employment and new technologies, industrial restructuring, and the readaptation necessary of the labor force. A model case of technological reconversion in an Italian firm is analyzed, which resulted in extensive lay-offs. Conclusions include the point that the public sector does not offer retraining opportunities, which plays an important role in the turnover phenomenon. "The Near Future of Employment," chapter 2, applies economic and projective theories to employment in the United States and Europe. Scenarios for Italy and the United States illustrate the projected growth of occupations in lower echelons and at the top, resulting in a blue and white "striped collar" phenomenon. The teaching profession reflects a need for knowledge of computer systems in all fields. Greater availability of total wealth along with growing social imbalances will return attention to equality of opportunity. Chapter 3, "What Should Be Done about the Future?" suggests that answers must be sought within educational research, and yet the results of such research have not been utilized to improve society as a whole. In speculating whether the school system is capable of satisfying future occupational needs, educators should consider a uniform postcompulsory education system to deter unemployment. Eventually, everyone must be guaranteed minimal knowledge to respond to the challenge of "new literacy." References accompany each chapter; 21 tables of projective data are appended. (CJH) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: EA SOURCE FILE: ED DOCUMENT TYPE CODE: 010; 120 UPDATE CODE: 198801 (RIE) Record 75 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ358372 CLEARINGHOUSE NUMBER: IR517318 PERSONAL AUTHOR : Becker,-Henry-Jay; Sterling,-Carleton-W TITLE: Equity in School Computer Use: National Data and Neglected Considerations. PUBLICATION YEAR: 1987 SOURCE (JOURNAL CITATION): Journal of Educational Computing Research. v3 n3 p289-311 1987 DOCUMENT TYPE: Journal-Articles (080); Opinion-Papers (120); Reports-Research (143) TARGET AUDIENCE: Researchers LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Educational-Opportunities; *Equal-Education; *Predictor-Variables; *Research-Needs MINOR DESCRIPTORS: Achievement-; Comparative-Analysis; Computer-Literacy; Elementary-Secondary-Education; National-Surveys; Racial-Factors; Sex-Differences; Socioeconomic-Influences; Statistical-Analysis; Use-Studies MINOR IDENTIFIERS: Computer-Equity ABSTRACT: Data from a national survey of microcomputer uses in schools are used to demonstrate differences in access to and uses of computers by students. Factors examined include race, socioeconomic status, sex, achievement, and ability level. Also discussed are inequality and inequity and the need for additional research on computer impact. (RP) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 120; 143 UPDATE CODE: 198712 (CIJ) Record 76 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED281146 CLEARINGHOUSE NUMBER: CS008745 PERSONAL AUTHOR : Chamberlain,-Ed TITLE: Cost-Benefit Analysis for 1985-86 ECIA Chapter 1 and State DPPF Programs Comparing Groups Receiving Regular Program Instruction and Groups Receiving Computer Assisted Instruction/Computer Management System (CAI/CMS). INSTITUTIONAL NAME (CORPORATE SOURCE): Columbus Public Schools, OH. Dept. of Evaluation Services. PUBLICATION YEAR: 1986 EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED281146 DOCUMENT TYPE: Reports-Research (143) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Ohio LANGUAGE: English PAGINATION: 11 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Cost-Effectiveness; *Program-Evaluation; *Reading-Programs; *Remedial-Reading; *Teaching-Methods MINOR DESCRIPTORS: Attendance-; Comparative-Analysis; Computer-Managed-Instruction; Elementary-Secondary-Education; Enrollment-; Program-Costs; Reading-Achievement; Reading-Instruction; Reading-Research MINOR IDENTIFIERS: Education-Consolidation-Improvement-Act-Chapter-1 ABSTRACT: To determine the effectiveness of the computer assisted instruction/computer management system (CAI/CMS) as an alternative to conventional methods of compensatory reading instruction, a cost benefit study evaluated elementary, middle, and high school reading programs in the Columbus, Ohio, school district. Analysis was based on cost outlay for the computer laboratory, teachers, and aides, and comparisons between CAI/CMS units and conventional laboratories were carried out in terms of enrollment, attendance, and achievement. The overall program cost and cost per pupil were calculated according to the number of pupils in the program and pupils per teacher. Among the major findings were the following: (1) the cost per pupil was greater in the CAI/CMS groups than in the regular groups at all three grade levels; (2) normal curve equivalence gains were nearly the same for the regular and CAI/CMS groups at the elementary level, though this situation was substantially reversed at the middle school level; and (3) more pupils per teacher were served in the CAI/CMS groups than in the regular groups, particularly at the elementary level. Based on these findings, it was recommended that only the middle school CAI/CMS program be continued and that the others be further evaluated. (Statistical data detailing cost-benefit analysis base figures and comparisons are included.) (JD) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: CS SOURCE FILE: ED DOCUMENT TYPE CODE: 143 UPDATE CODE: 198709 (RIE) Record 77 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ349696 CLEARINGHOUSE NUMBER: IR516592 PERSONAL AUTHOR : Burger,-Michael-L TITLE: Authoring Languages/Systems Comparisons. PUBLICATION YEAR: 1986 SOURCE (JOURNAL CITATION): AEDS Journal. v19 n2-3 p190-209 Win-Spr 1986 DOCUMENT TYPE: Journal-Articles (080); Reports-Evaluative (142) TARGET AUDIENCE: Researchers LANGUAGE: English MAJOR DESCRIPTORS: *Authoring-Aids-Programing; *Computer-Assisted-Instruction; *Courseware-; *Programing-Languages; *Teacher-Developed-Materials MINOR DESCRIPTORS: Comparative-Analysis; Elementary-Secondary-Education; Evaluation-Criteria; Material-Development; Microcomputers-; Research-Needs ABSTRACT: Describes and compares 12 microcomputer-based authority languages and systems that are being marketed to elementary and secondary school teachers to assist them in developing their own courseware for computer-assisted instruction. Evaluation criteria are reviewed, and future development and research needs are discussed. (Author/LRW) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 142 UPDATE CODE: 198706 (CIJ) Record 78 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED276398 CLEARINGHOUSE NUMBER: IR012385 PERSONAL AUTHOR : Harasim,-Linda; Johnson,-E-Marcia TITLE: Educational Applications of Computer Networks for Teachers/Trainers in Ontario. Education and Technology Series. INSTITUTIONAL NAME (CORPORATE SOURCE): Ontario Dept. of Education, Toronto. PUBLICATION YEAR: 1986 INTERNATIONAL STANDARD BOOK NUMBER: 0-7729-1217-3 EDRS PRICE: EDRS Price - MF01, PC06 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED276398 DOCUMENT TYPE: Guides-Non-classroom (055); Tests-or-Questionnaires (160); Reference-Materials-Bibliographies (131) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: Canada; Ontario TARGET AUDIENCE: Policymakers; Researchers LANGUAGE: English GOVERNMENT LEVEL: Foreign PAGINATION: 135 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Computer-Networks; *Inservice-Teacher-Education; *Instructional-Innovation; *Teleconferencing-; *Trainers MINOR DESCRIPTORS: Adult-Learning; Annotated-Bibliographies; Comparative-Analysis; Distance-Education; Electronic-Mail; Elementary-Secondary-Education; Foreign-Countries; Guidelines-; Interviews-; Literature-Reviews; Professional-Development; Questionnaires MAJOR IDENTIFIERS: *Ontario- MINOR IDENTIFIERS: Foreign- ABSTRACT: Existing knowledge of computer conferencing is synthesized to indicate how it could address some of the current professional difficulties faced by Ontario teachers with regard to computers in the classroom, and strategies and guidelines for introducing such a computer-mediated learning approach into educational activities are provided. This report includes background information on the study; discussions of the research methodology and issues for professional development for teachers in Ontario; descriptions of educational applications of computer conferencing; proposed guidelines for the implementation of computer conferencing; and conclusions and recommendations for establishing a Computer Learning Network Ontario. Extensive appendices provide the following information: (1) descriptions of computer conferencing systems; (2) descriptions of computer networks; (3) samples of database management reports; (4) structured interview forms; and (5) examples of computer messaging and conferencing. A detailed annotated bibliography is also included. (KM) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 055; 160; 131 UPDATE CODE: 198704 (RIE) Record 79 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED270080 CLEARINGHOUSE NUMBER: IR012081 PERSONAL AUTHOR : Harris,-Carolyn-DeMeyer TITLE: Evaluation of the TSC Dolphin Computer Assisted Instructional System in the Chapter 1 Program of the District of Columbia Public Schools. Final Report 85-9. INSTITUTIONAL NAME (CORPORATE SOURCE): Human Resources Research Organization, Alexandria, VA. SPONSORING AGENCY: Houghton Mifflin Co., Boston, MA. REPORT NUMBER: HumRRO-FR-PRD-85-9 PUBLICATION YEAR: 1985 EDRS PRICE: EDRS Price - MF01, PC06 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED270080 DOCUMENT TYPE: Reports-Evaluative (142); Tests-or-Questionnaires (160) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; District-of-Columbia LANGUAGE: English PAGINATION: 138 MAJOR DESCRIPTORS: *Academic-Achievement; *Attitude-Measures; *Computer-Assisted-Instruction; *Instructional-Effectiveness; *Intermode-Differences; *Student-Attitudes MINOR DESCRIPTORS: Comparative-Analysis; Elementary-Secondary-Education; Instructional-Innovation; Mathematics-Instruction; Questionnaires-; Reading-Instruction; Research-Methodology; Tables-Data; Teacher-Attitudes MAJOR IDENTIFIERS: *Education-Consolidation-Improvement-Act-Chapter-1 MINOR IDENTIFIERS: District-of-Columbia ABSTRACT: Dolphin is a computer-assisted instruction system used to teach and reinforce skills in reading, language arts, and mathematics. An evaluation of this system was conducted to provide information to TSC Division of Houghton Mifflin regarding its effectiveness and possible modifications to the system. The general design of the evaluation was to compare Dolphin and non-Dolphin schools on a comprehensive set of Chapter 1 program effectiveness measures, including the achievement gains of Dolphin and non-Dolphin schools using school year (SY) 1982-83 standardized test results as the pretest and SY 1984-85 results as the posttest. Study participants included Chapter 1 teachers and students in grades 4, 5, and 6, as well as principals, regular classroom teachers from grades 4, 5, and 6, and instructional aides in Chapter 1 schools. Questionnaires were developed for each group. Items for the adult populations were designed to provide data for comparing Dolphin and non-Dolphin schools and their Chapter 1 programs, and participants' opinions on Dolphin features and implementation. The student questionnaires were designed to provide attitudinal measures for comparison between Dolphin and non-Dolphin students. Results indicate that the Dolphin schools rated higher than the non-Dolphin schools on all criteria from the questionnaires, the test scores, the student records, and classroom observations. In addition, the presence of Dolphin is related to measures of areas that educators traditionally consider important to the learning process, i.e., student attitudes toward school and continuing education; teacher attitudes toward students; and student, teacher, and principal beliefs that learning is occurring. Appendices include the data collection instruments, a discussion of the statistical analysis methods used, and participant responses to open-ended questions. (JB) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 142; 160 UPDATE CODE: 198610 (RIE) Record 80 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED268552 CLEARINGHOUSE NUMBER: CS209694 TITLE: English Language Arts Skills and Instruction: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1985 (Vol. 46 Nos. 1 through 6). INSTITUTIONAL NAME (CORPORATE SOURCE): ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. PUBLICATION YEAR: 1985 DESCRIPTIVE NOTE: Pages may be marginally legible. EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED268552 DOCUMENT TYPE: Reference-Materials-Bibliographies (131) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Illinois LANGUAGE: English PAGINATION: 16 MAJOR DESCRIPTORS: *Doctoral-Dissertations; *Educational-Research; *English-Curriculum; *English-Instruction; *Language-Arts MINOR DESCRIPTORS: Annotated-Bibliographies; Comparative-Analysis; Computer-Assisted-Instruction; Curriculum-Development; Elementary-Secondary-Education; Integrated-Activities; Language-Skills; Listening-Comprehension; Newspapers-; Reading-Comprehension; Reading-Instruction; Spelling-Instruction; Vocabulary-Development; Writing-Instruction MINOR IDENTIFIERS: Story-Structure ABSTRACT: This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 28 titles deal with a variety of topics, including the following: (1) the effects of superlearning on retention/hypermnesia of rare English words in college students; (2) a Delphi study of American, British, and Canadian English educators' views of the future of secondary English teaching; (3) predicting children's spelling performance; (4) aspects of sophistic pedagogy; (5) the effects of story structure instruction on third graders' concept of story, reading comprehension, response to literature, and written composition; (6) the effect of vocabulary instruction on text comprehension; (7) student engagement and its relationship to student achievement, gender, time of school day, difficulty of course, and type of class activity; (8) a program for the integration of reading and composition in the social studies curriculum in a selected junior high school; (9) use of feedback on microcomputers to teach spelling in elementary school; (10) the effects of a mastery learning/competency-based education instructional approach on facilitating students' retention of achievement in language arts and mathematics; (11) secondary vernacular study and the origins of modern American education; and (12) the effect of a training program in listening on the reading achievement and listening comprehension of second and third grade students. (HOD) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: CS SOURCE FILE: ED DOCUMENT TYPE CODE: 131 UPDATE CODE: 198609 (RIE) Record 81 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED268507 CLEARINGHOUSE NUMBER: CS008406 TITLE: Reading Achievement: Characteristics Associated with Success and Failure: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International," July through December 1985 (Vol. 46 Nos. 1 through 6). INSTITUTIONAL NAME (CORPORATE SOURCE): ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. PUBLICATION YEAR: 1985 DESCRIPTIVE NOTE: Pages may be marginally legible. EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED268507 DOCUMENT TYPE: Reference-Materials-Bibliographies (131) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Illinois LANGUAGE: English PAGINATION: 16 MAJOR DESCRIPTORS: *Content-Area-Reading; *Doctoral-Dissertations; *Reading-Ability; *Reading-Achievement; *Reading-Comprehension; *Reading-Research MINOR DESCRIPTORS: Annotated-Bibliographies; Biofeedback-; Cognitive-Style; Comparative-Analysis; Computer-Assisted-Instruction; Early-Reading; Elementary-Secondary-Education; Illustrations-; Locus-of-Control; Oral-Language; Perception-; Reading-Processes; Reading-Skills; Reading-Strategies; Vocabulary-Development; Word-Recognition ABSTRACT: This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 26 titles deal with a variety of topics, including the following: (1) the effect of selected biofeedback techniques on reading comprehension in a high school chemistry class; (2) an investigation of volunteer and nonvolunteer parents concerning students' reading achievement and attendance; (3) the relationship of locus of control and specific reading achievement scores of third and fourth grade students; (4) an analysis of first graders' oral language and receptive vocabulary compared with their reading achievement; (5) strategies for comprehension of extended and holistic metaphor/analogies in science textbooks by fourth-grade students; (6) correlates of early reading ability; (7) the relationship between elementary teacher absenteeism and the achievement of elementary pupils in reading and mathematics; (8) the relationship of reading achievement and study orientation among a public high school population, a public alternative high school population, and an identified juvenile delinquent population; (9) factors affecting reading achievement retention over summer vacation; and (10) the influences of gender, work and social habits, and content area on teachers' perceptions of reading abilities and scholarship among middle school students. (HOD) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: CS SOURCE FILE: ED DOCUMENT TYPE CODE: 131 UPDATE CODE: 198609 (RIE) Record 82 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED262078 CLEARINGHOUSE NUMBER: TM850557 PERSONAL AUTHOR : Woodward,-Arthur TITLE: Evaluating the Evaluators: A Study of the Evaluators and Evaluations of Educational Software. PUBLICATION YEAR: 1985 DESCRIPTIVE NOTE: Paper presented at the Annual Meeting of the American Educational Research Association (69th, Chicago, IL, March 31-April 4, 1985). EDRS PRICE: EDRS Price - MF01, PC02 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED262078 DOCUMENT TYPE: Speeches-or-Meeting-Papers (150); Reports-Research (143) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; New-York TARGET AUDIENCE: Researchers LANGUAGE: English PAGINATION: 29 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Courseware-; *Instructional-Material-Evaluation; *Interrater-Reliability; *Language-Arts; *Reading-Instruction MINOR DESCRIPTORS: Comparative-Analysis; Elementary-Secondary-Education; English-Instruction; Evaluation-Criteria; Evaluation-Methods; Evaluators-; Media-Selection MINOR IDENTIFIERS: Evaluation-Problems; Meta-Evaluation ABSTRACT: Reviews of 2,554 educational software programs by thirty reviewing sources were examined to compare the tendency of different review sources to give generally positive, negative, or neutral ratings. The reliability of language arts and reading software reviews was studied. Thirty-eight percent of the software programs were reviewed by two or more sources. In order to assess the extent to which certain review sources tended to rate the same software positively, negatively, or neutrally compared to other review sources, a probability analysis was undertaken. Results indicated that the review sources failed to agree on the ratings they assigned to software; that certain sources tended to rate all programs positively despite neutral or negative ratings from other sources; and that there was quite a difference between sources that evaluate software using uniform instruments and those that relied on reviews authorized by individuals. In conclusion, it is suggested that educators and parents seek out several reviews of programs they are considering purchasing, one of which should be a systematic review source such as MicroSIFT or EPIE Institute. Preview of the software is also recommended. (GDC) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: TM SOURCE FILE: ED DOCUMENT TYPE CODE: 150; 143 UPDATE CODE: 198602 (RIE) Record 83 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED260687 CLEARINGHOUSE NUMBER: IR011759 PERSONAL AUTHOR : Stennett,-R-G TITLE: Computer Assisted Instruction: A Review of the Reviews. Research Report 85-01. INSTITUTIONAL NAME (CORPORATE SOURCE): London Board of Education (Ontario). Educational Research Services. PUBLICATION YEAR: 1985 EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED260687 DOCUMENT TYPE: Information-Analyses-General (070) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: Canada; Ontario LANGUAGE: English PAGINATION: 15 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Computers-; *Intermode-Differences; *Literature-Reviews; *Teaching-Methods MINOR DESCRIPTORS: Academic-Achievement; Comparative-Analysis; Conventional-Instruction; Databases-; Elementary-Secondary-Education; Microcomputers-; Research-Methodology; Secondary-Schools; Special-Education MAJOR IDENTIFIERS: *Instructional-Effectiveness ABSTRACT: This review of the literature on computer assisted instruction (CAI) focuses on the use of CAI with grades K-13, and specifically assesses the relative merits of traditional instruction and CAI in promoting student achievement. Also assessed are the applications of CAI in the area of special education. Three types of reviews are used exclusively: (1) subjective, personal opinion; (2) box score reviews, in which the author gives narrative comments about the studies and reports the proportion favorable to CAI; and (3) meta-analysis, which uses objective procedures to locate studies, quantitative methods to describe study features and their outcomes, and statistical methods to summarize overall findings. The document includes an account of the method of locating studies (the ERIC, Psychological Abstracts, Ontario Educational Resources Information System, and Exceptional Child Educational Resources databases), a description of the document review, definitions, and the problems of terminology. Five major reviews are included: Vinsonhaler and Bass (1972); Edwards, et al. (1975); Burns and Bozeman (1981); Kulik, J. et al. (1983); and Kulik, C. C. et al. (1984). The paper concludes with six generalizations based on the five reviews and a discussion of the future of CAI use, which includes some recommendations. A five page bibliography is attached. (JB) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 070 UPDATE CODE: 198601 (RIE) Record 84 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ315999 CLEARINGHOUSE NUMBER: SO513812 PERSONAL AUTHOR : Hahn,-Carole-L TITLE: The Status of the Social Studies in the Public Schools of the United States: Another Look. PUBLICATION YEAR: 1985 SOURCE (JOURNAL CITATION): Social Education. v49 n3 p220-23 Mar 1985 DOCUMENT TYPE: Journal-Articles (080); Reports-Research (143) TARGET AUDIENCE: Teachers; Researchers; Practitioners LANGUAGE: English MAJOR DESCRIPTORS: *Educational-Change; *Educational-Practices; *Educational-Trends; *Social-Studies MINOR DESCRIPTORS: Academic-Freedom; Comparative-Analysis; Computer-Assisted-Instruction; Curriculum-Development; Educational-History; Educational-Research; Elective-Courses; Elementary-Secondary-Education; Immigrants-; Microcomputers-; Minimum-Competency-Testing; Required-Courses; Sex-Fairness MAJOR IDENTIFIERS: *Gross-(R-E) ABSTRACT: In 1976 Richard Gross surveyed state social studies specialists and local supervisors to determine the status of the social studies. To determine whether the generalizations from his study are still applicable today, a questionnaire was sent to Council of State Social Studies Specialists. Results of the two studies are compared. (RM) CLEARINGHOUSE: SO SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 143 UPDATE CODE: 198507 (CIJ) Record 85 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED247050 CLEARINGHOUSE NUMBER: RC014833 PERSONAL AUTHOR : Fletcher,-J-D TITLE: A Bibliography of Studies on Elementary and Secondary School Reading, English, and Mathematics for American Indian Students. INSTITUTIONAL NAME (CORPORATE SOURCE): WICAT, Inc., Orem, UT. SPONSORING AGENCY: Department of Education, Washington, DC. CONTRACT/GRANT NUMBER(S): G-0082-0-1452 PUBLICATION YEAR: 1983 EDRS PRICE: EDRS Price - MF01, PC01 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED247050 DOCUMENT TYPE: Reference-Materials-Bibliographies (131) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Utah LANGUAGE: English PAGINATION: 17 MAJOR DESCRIPTORS: *American-Indian-Education; *American-Indians; *Bilingual-Education; *English-Instruction; *Mathematics-Education; *Reading-Instruction MINOR DESCRIPTORS: Academic-Achievement; Comparative-Analysis; Computer-Assisted-Instruction; Elementary-Secondary-Education; English-Second-Language; Reading-; Research-Reports; Tribes ABSTRACT: Two hundred twelve monographs and journal articles, published from 1913 to 1982, reporting studies on elementary and secondary school reading, English, and mathematics for American Indian students are cited in this bibliography. Arranged alphabetically by author, each entry contains applicable standard bibliographical information: author, title, edition, volume number, place and date of publication, publisher, and pagination. Study topics are wide ranging and include pilot studies into initial reading, academic achievement of American Indian students, the failure of Indian education, Arapaho grammar, phonemic rhythm in Comanche, effectiveness of computer assisted instruction, English as a second language for Navajos, approaches to acculturation, bilingual education, self image of the American Indian, etc. Sources include anthropological, educational, linguistic, psychological, and social science journals. (NEC) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: RC SOURCE FILE: ED DOCUMENT TYPE CODE: 131 UPDATE CODE: 198412 (RIE) Record 86 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED244482 CLEARINGHOUSE NUMBER: EC162784 PERSONAL AUTHOR : Plienis,-Anthony-J; Romanczyk,-Raymond-G TITLE: Teacher Versus Computer Delivered Instruction: An Analysis of Child Performance, Behavior, and Characteristics. Final Report, 5/15/82 to 11/14/82. INSTITUTIONAL NAME (CORPORATE SOURCE): State Univ. of New York, Albany. Research Foundation. SPONSORING AGENCY: Special Education Programs (ED/OSERS), Washington, DC. CONTRACT/GRANT NUMBER(S): G008200052 PUBLICATION YEAR: 1982 EDRS PRICE: EDRS Price - MF01, PC05 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED244482 DOCUMENT TYPE: Reports-Research (143) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; New-York LANGUAGE: English PAGINATION: 116 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Learning-Disabilities; *Student-Teacher-Relationship; *Teacher-Behavior MINOR DESCRIPTORS: Behavior-Disorders; Comparative-Analysis; Elementary-Secondary-Education; Reinforcement ABSTRACT: A comparison between teacher and computer delivered instruction was conducted with 17 children (ages 4 to 14 years) with severe learning and behavior problems. The investigation was intended to analyze the stimulus functions of the presence of a teacher in the task-demand situation. The task employed was a two-choice discrimination that became progressively more difficult, analogous to educational tasks in general. Ss alternated sessions between conditions, but the criteria for advancement was independent between conditions. Measures of task performance and observational behavior data were collected. The results suggested that there was no overall difference in task performance between conditions but that the children as a group did exhibit more deviant behavior in the teacher condition. Correlational analyses on these dependent measures suggested that different patterns of relationship exist between behavior and performance in the two conditions. In an attempt to identify critical variables for the prediction of individual differences in performance and behavior, the results of regression analyses on diagnoses, developmental measures, and pretest compliance measures are presented. Results are discussed in the context of the task avoidance and inadvertent reinforcement conceptualizations and the implications for computer-assisted instruction in the education and treatment of severely disturbed children. (Author/CL) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: EC SOURCE FILE: ED DOCUMENT TYPE CODE: 143 UPDATE CODE: 198410 (RIE) Record 87 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ291984 CLEARINGHOUSE NUMBER: IR512134 PERSONAL AUTHOR : Thomas,-David-B; McClain,-Donald-H TITLE: Selecting Microcomputers for the Classroom: A Rethinking after Four Years. PUBLICATION YEAR: 1983 SOURCE (JOURNAL CITATION): AEDS Journal. (Applications of Microcomputers for Instruction and Educational Management) v17 n1-2 p9-22 Fall-Win 1983 DOCUMENT TYPE: Guides-Non-classroom (055); Opinion-Papers (120); Journal-Articles (080) TARGET AUDIENCE: Practitioners LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Computer-Managed-Instruction; *Computer-Programs; *Learning-Activities; *Microcomputers-; *Selection MINOR DESCRIPTORS: Class-Activities; Comparative-Analysis; Computer-Literacy; Elementary-Secondary-Education; Evaluation-Criteria; Models-; Needs-Assessment ABSTRACT: Presents procedures for a needs assessment where the instructional situation is identified and instructionally oriented needs are expressed through an instructional requirements matrix, as well as a description of the capabilities of microcomputers and their relationship to various instructional activities. A survey of microcomputers and their features is included. (MBR) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 055; 120; 080 UPDATE CODE: 198404 (CIJ) Record 88 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: EJ291956 CLEARINGHOUSE NUMBER: IR512004 PERSONAL AUTHOR : Bird,-Pristen TITLE: Tracking Down the "Right" Computer: How to Choose the One That's Best for You. PUBLICATION YEAR: 1984 SOURCE (JOURNAL CITATION): Electronic Learning. v3 n4 p39-49 Jan 1984 DOCUMENT TYPE: Guides-Non-classroom (055); Opinion-Papers (120); Journal-Articles (080) TARGET AUDIENCE: Practitioners LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Computer-Oriented-Programs; *Equipment-Evaluation; *Merchandise-Information; *Microcomputers-; *Objectives MINOR DESCRIPTORS: Comparative-Analysis; Computer-Graphics; Computer-Literacy; Computer-Programs; Costs-; Elementary-Secondary-Education; Library-Administration; Programing-Languages; School-Administration; Telecommunications ABSTRACT: Discusses factors that should be considered before purchasing a computer, given the objectives of computer literacy; considering programing in Pascal or Logo, computer-assisted instruction, teaching practical applications, art and music, special education, telecommunications, administration, and library management. A chart showing prices and features of currently available microcomputers is included. (MBR) CLEARINGHOUSE: IR SOURCE FILE: EJ DOCUMENT TYPE CODE: 055; 120; 080 UPDATE CODE: 198404 (CIJ) Record 89 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED233693 CLEARINGHOUSE NUMBER: IR010783 PERSONAL AUTHOR : Cohen,-Vicki-Blum TITLE: A Learner-Based Evaluation of Microcomputer Software. PUBLICATION YEAR: 1983 DESCRIPTIVE NOTE: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-15, 1983). EDRS PRICE: EDRS Price - MF01 Plus Postage. Paper Copy Not Available from EDRS. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED233693 DOCUMENT TYPE: Reports-Research (143); Speeches-or-Meeting-Papers (150); Tests-or-Questionnaires (160) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; New-York TARGET AUDIENCE: Researchers LANGUAGE: English PAGINATION: 28 MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Computer-Programs; *Educational-Media; *Evaluation-Methods; *Microcomputers MINOR DESCRIPTORS: Comparative-Analysis; Elementary-Secondary-Education; Media-Research; Questionnaires MAJOR IDENTIFIERS: *Courseware-Evaluation; *Learner-Based-Evaluation-Systems ABSTRACT: A project involving the evaluation of microcomputer courseware being marketed for school use was conducted in the Microcomputer Resource Center at Teachers College, Columbia University, during 1982 with funding from the Exxon Education Foundation. Every courseware package was evaluated by a team which included a subject matter expert, an instructional designer or educational psychologist, a practicing teacher from the surrounding urban and suburban areas, and the project director. Learner-based feedback was also incorporated by trying out the program on learners for whom the courseware was designed and using the information collected from this process to verify or refute the findings of the evaluation team. The evaluations were then compiled into a profile system for dissemination to school districts by the Educational Products Information Exchange (EPIE) Institute. This paper describes the project's theoretical framework and the evaluation procedure. Results of the evaluation of 29 courseware programs are presented, followed by an extensive list of conclusions drawn from these results. Present day microcomputer software is compared to the software evaluated in a similar study conducted in 1981. An analysis of where the field should be heading and recommendations for the future are also given. A sample form used to collect learner-based feedback concludes the paper. (Author/ESR) LEVEL OF AVAILABILITY: 2 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 143; 150; 160 UPDATE CODE: 198401 (RIE) Record 90 of 93 in The ERIC Database (1982-1991) ACCESSION NUMBER: ED233122 CLEARINGHOUSE NUMBER: UD023051 TITLE: Evaluation of the Computer Assisted Instruction Title I Project, 1980-81. INSTITUTIONAL NAME (CORPORATE SOURCE): Metrics Associates, Inc., Chelmsford, MA. PUBLICATION YEAR: 1981 EDRS PRICE: EDRS Price - MF01, PC04 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED233122 DOCUMENT TYPE: Reports-Evaluative (142) GEOGRAPHIC SRCE./COUNTRY OF PUBLICATION: U.S.; Massachusetts LANGUAGE: English PAGINATION: 97 MAJOR DESCRIPTORS: *Achievement-Gains; *Computer-Assisted-Instruction; *Mathematics-Instruction; *Program-Effectiveness; *Reading-Instruction MINOR DESCRIPTORS: Comparative-Analysis; Elementary-Secondary-Education; Mathematics-Achievement; Program-Evaluation; Reading-Achievement MAJOR IDENTIFIERS: *Elementary-Secondary-Education-Act-Title-I MINOR IDENTIFIERS: Massachusetts- ABSTRACT: For the third year, six Massachusetts communities incorporated computer assisted instruction (CAI) into their regular Title I programs, for students in grades 1 through 9. It was hoped that CAI would produce reading and mathematics gains over and above those which are characteristic of more conventional Title I instructional approaches. A pretest, posttest quasi-experimental research design was employed to determine the program's effectiveness. Title I students were assigned to treatment (CAI) and control (or comparison) groups. All participating students received 30 minutes per day of Title I instruction in reading and/or mathematics; students in the CAI group spent 10 of those 30 minutes interacting with the computer system. Data were analyzed across and within grade levels. Students in the CAI groups were found to demonstrate significantly superior performance to non-CAI students in reading, and superior (but not statistically significant) performance in mathematics. The uniform results obtained were attributed to the high degree of design compliance in the past year, as compared to previous years of the program's operation. (GC) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: UD SOURCE FILE: ED DOCUMENT TYPE CODE: 142 UPDATE CODE: 198312 (RIE) Record 91 of 93 in The ERIC Database (1966-1981) ACCESSION NUMBER: EJ215482 CLEARINGHOUSE NUMBER: AA530612 PERSONAL AUTHOR : Hofstetter,-Fred-T TITLE: Microelectronics and Music Education. PUBLICATION YEAR: 1979 SOURCE (JOURNAL CITATION): Music Educators Journal. v65 n8 p38-45 Apr 1979 DOCUMENT TYPE: Journal-Articles (080); Information-Analyses-General (070); Guides-Classroom-Teacher (052) TARGET AUDIENCE: Practitioners LANGUAGE: English MAJOR DESCRIPTORS: *Computer-Assisted-Instruction; *Computers-; *Costs-; *Electronic-Equipment; *Music-Education MINOR DESCRIPTORS: Comparative-Analysis; Computer-Programs; Elementary-Secondary-Education; Higher-Education; Microcomputers-; Technological-Advancement MAJOR IDENTIFIERS: *Microelectronics-; *Sound-Synthesizers MINOR IDENTIFIERS: PLATO- ABSTRACT: This look at the impact of microelectronics on computer-assisted instruction (CAI) in music notes trends toward new applications and lower costs. Included are: a rationale for CAI in music, a list of sample programs, comparison of five microelectronic music systems, PLATO cost projections, and sources of further information. (SJL) CLEARINGHOUSE: AA SOURCE FILE: EJ DOCUMENT TYPE CODE: 080; 070; 052 UPDATE CODE: 198006 (CIJ) Record 92 of 93 in The ERIC Database (1966-1981) ACCESSION NUMBER: ED129281 CLEARINGHOUSE NUMBER: IR004064 TITLE: Computer Aided Learning Project; Report, Trial 3. INSTITUTIONAL NAME (CORPORATE SOURCE): London Borough of Havering (England). PUBLICATION YEAR: 1973 DESCRIPTIVE NOTE: For related documents see IR 004 062-063 EDRS PRICE: EDRS Price - MF01, PC02 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED129281 DOCUMENT TYPE: Reports-Research (143) PAGINATION: 36 MAJOR DESCRIPTORS: *Comparative-Analysis; *Computer-Assisted-Instruction; *Conventional-Instruction; *Program-Evaluation MINOR DESCRIPTORS: Biology-; Educational-Research; Elementary-Secondary-Education; Intermode-Differences; Science-Instruction MINOR IDENTIFIERS: England-(London-Borough-of-Havering) ABSTRACT: In a third study of the Computer Aided Learning (CAL) system of the London Borough of Havering, England, the performance of students taught biology by a teacher using the CAL system was compared with that of students taught by the same teacher without the CAL system. Students were divided into two matched groups and compared using a pretest/posttest design. Students of all ability levels who used CAL appeared to gain a higher score on the posttest than equivalent students taught by the same teacher. About 75% of the students thought the CAL method was a satisfactory way to learn. (JY) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 143 UPDATE CODE: 197702 (RIE) Record 93 of 93 in The ERIC Database (1966-1981) ACCESSION NUMBER: ED112839 CLEARINGHOUSE NUMBER: IR002534 PERSONAL AUTHOR : Morley,-Robert-E-,-Jr; Eastwood,-Lester-F-,-Jr TITLE: Alternative Communication Network Designs for an Operational Plato IV CAI System. INSTITUTIONAL NAME (CORPORATE SOURCE): Washington Univ., St. Louis, MO. Center for Development Technology. SPONSORING AGENCY: National Aeronautics and Space Administration, Washington, DC.; National Science Foundation, Washington, DC. REPORT NUMBER: WU-CDTCG-R(T)-75-3 PUBLICATION YEAR: 1975 EDRS PRICE: EDRS Price - MF01, PC06 Plus Postage. EDRS DOCUMENT LINK: http://www.edrs.com/members/sp.cfm?AN=ED112839 DOCUMENT TYPE: Reports-Descriptive (141) PAGINATION: 127 MAJOR DESCRIPTORS: *Comparative-Analysis; *Computer-Assisted-Instruction; *Delivery-Systems; *Educational-Technology; *Facility-Planning MINOR DESCRIPTORS: Broadcast-Industry; Communications-Satellites; Cost-Effectiveness; Design-; Elementary-Secondary-Education; Information-Systems; Networks-; Radio-; Telecommunications-; Telephone-Communications-Systems MAJOR IDENTIFIERS: *Plato-IV ABSTRACT: Alternative communication networks for the dissemination of PLATO IV computer aided instruction were designed and comparative cost estimates were made for leased telephone lines, satellite communications, UHF TV, and low-power microwave radio. Costs per student contact hour were computed on the basis of student population density in public schools for a given market area. Analysis indicated that radio distribution techniques were cost optimum over a wide range of conditions. (Author/SK) LEVEL OF AVAILABILITY: 1 CLEARINGHOUSE: IR SOURCE FILE: ED DOCUMENT TYPE CODE: 141 UPDATE CODE: 197602 (RIE)