Using Computer Networks

1984

Designed to focus on student learning and to illustrate techniques that might be used with computers to facilitate that process, this paper discusses five types of computer use in educational settings: (1) learning ABOUT computers; (2) learning WITH computers; (3) learning FROM computers; (4) learning ABOUT THINKING with computers; and (5) MANAGING learning with computers. Within each section, the method is first discussed in general, then specific examples of software that could be used with each method are described. At the end of each section, three questions are posed and answered that address reasons why the utilization would be useful to students, when the utilization should be considered, and what kinds of skills it would provide. Specific reference is made to such topics as computer literacy, computer literacy courses, development of programming skills, drill and practice software, tutorial programs, simulation software, computer games, writing and problem solving tools, administrative uses for computers, and communication between computers in a school or with machines at other locations. A list of references completes the document. (JS)

Journal of Computer Assisted Learning, 1993

Researchers at Queen's University, Belfast recently completed a study into the potential of portable 'laptop' or 'notebook' computers in schools. Over two hundred and thirty pupils in nine schools were provided with a personal portable computer for a whole school year. One aspect of the research was to assess the impact which the high access to information technology (IT) had on the pupils' learning. Five experimental/control class groups (with/without laptops) were matched for age, gender and ability. The performance of these pupils in mathematics, English and science tests was measured before and after the 'treatment' period and the comparisons were analysed. A number of interesting effects were observed and these indicated, with due recognition of the project constraints, that the impact of high access to computers on learning in mathematics, English and science was at best marginal.

1984

This is a book "for teachers", in which Mr Mullan writes in a concise, clear style, starting by presenting an understandable history of the development of the computer. He then discusses the various roles that the computer can play in the classroom, and addresses associated fears that teachers may have. A discussion of programming, by teachers and children, forms a major part of the book, which concludes by considering possible implications for the curriculum. The use of the computer in the classroom as an interactive teaching aid is considered, particularly in its role in encouraging children to develop creativity. It is pointed out that children can work unsupervised with the computer, reassuring possible users who may be concerned about the robustness of the equipment. From his own experience, Mr Mullan rejects the idea that a problem may arise when children, finding themselves ahead of the teacher, are held back. He advises against relegating the computer to the rcile of "electronic blackboard". In a specific, detailed example of designing educational software, the author points out that the design should consider all the incorrect responses that can be made, and that the level of difficulty must be carefully related to the ability of the child. For the child, learning programming can also help develop skills in problem-solving; the widely available language, BASIC, can, however, lead to a "tangled structure". He recommends a language called LOGO, which is available for the Apple and BBC hardware. Mr Mullan has used LOGO in the classroom, and presents some examples of use to "serve to indicate possibilities". Defining the curriculum as a "process involving a dynamic interaction between the child and the experience he receives", Mr Mullan observes that the computer can change the emphasis in learning from passive to active. It can help the child to learn to cope with large amounts of information, and with instant decision-making. The photographs printed in the text are reproduced on a coarse grid; those taken in classrooms are not obviously related to activities involving computers. Overall, the book achieves its objective of helping teaching staff to integrate the microcomputer into classroom activities.

1994

To gather information on the importance of current educational-technology innovations for students in the IBM Teacher Preparation Program (an integrated Bachelor's and Master's program) at the University of Connecticut's School of Education, a survey was sent to all students enrolled in the program in April 1993. Responses were received from 115 students, 93 of whom were female. Almost 95% had taken a course that taught them to use computers, with 80.57. of these courses at the college level. Approximately 56% reported that they often used computers. As teachers, 35.47. indicated that they seldom used a computer, while 27.4% used one often, and 22.1% never used one. Nearly 16% used computers often as an instructional tool. A majority (79.6%) used computers for word processing, but almost 577. did not use any computer applications to develop instruction. Subjects had the greatest degree of confidence in computer use for individualized instruction and the least confidence in computer use for large group instruction. Overall, it is evident that students are learning with and about computers. Nine figures present survey findings. An appendix presents the survey itself. (SLD)

Educational Technology, 1986

1996

Recent surveys have consistently reported that over fifty percent of secondary school pupils either own, or have access to, computers at home and that more boys than girls are home computer users. It has also been suggested that there is a link between the use of computers at home and school because there is a similarity between the types of computer found in the two environments. From Government statistics and data from a survey of over two thousand Year 9 and 10 pupils, attending seven schools, this paper questions the validity and ...

1993

The study reported in this paper examined the computer competencies of 193 undergraduate students at East Carolina University (North Carolina). A 10-item questionnaire inquired about previous computer courses in both high school and college. About 50 percent of the students had taken a computer course or had worked with computers at home or on the job. The study found that: (1) students had studied all sorts of programs in their previous schooling but had forgotten most of them; (2) students learned programs such as WordPerfect and Microsoft Word out of school and continued to use them; (3) students had little familiarity with DOS or other operating systems; and (4) few students were familiar with multimedia applications. Three conclusions are based on these findings. First, high school and college students should start with word processing programs such as WordPerfect because inexpensive student versions of these piograms are available. Sncond, Windows-like programs and others with icons and pull down menus are the favorites with students and mask the operating systems. There seems to be littie need to teach programs such as DOS or BASIC. Third, students need opportunities to use their computer skills, or they soon lose them. The impact on teacher education of the implementation of a K-12 computer skills curriculum in North Carolina is also addressed. (KRI)

1999

1998

In: Proceedings of Selected Research and Development Presentations at the National Convention of the Association for Educational Communications and Technology (AECT) Sponsored by the Research and Theory Division (20th, St. Louis, MO, February 18-22, 1998); see IR 019 040.