Computer Pilot Program, 1986-87. OEA Evaluation Report

Economics of Education Review, 1981

Cost data were collected from a study on the effectiveness of computer assisted instruction (CAI) for culturally disadvantaged children in the Los Angeles Unified School District. Based upon the resource ingredients approach to measuring costs, it was.found that up to three daily 10-minute sessions of drill and practice could be provided for each child within the present allocation cf funds from Title I of the Elementary and Secondary Education Act of 1965. If the computer system were shared between two schools, the higher costs would permit only two daily sessions. Costs were also estimated for a more advanced CAI system, and were found to ke in the same range, probably because the costs of software do not decline with more advanced technology.

1980

Cost data were collected from a study on the effectiveness of computer assisted instruction (CAI) for culturally disadvantaged children in the Los Angeles Unified School District. Based upon the resource ingredients approach to measuring costs, it was.found that up to three daily 10-minute sessions of drill and practice could be provided for each child within the present allocation cf funds from Title I of the Elementary and Secondary Education Act of 1965. If the computer system were shared between two schools, the higher costs would permit only two daily sessions. Costs were also estimated for a more advanced CAI system, and were found to ke in the same range, probably because the costs of software do not decline with more advanced technology.

1976

1968

When assessing the influence of computer assisted instruction, attention should be given not only to rate and error of performance in the acquisition of content, but also to non-performance aspects of children's behavior. To this purpose,. computer assisted instruction (CAI) was given to 45 first grade students for 35 minutes during each day of the school year, and their academic and social behaviors, as measured by 66 categories of a Behavior Survey Instrument, were compared to the behaviors of 27 other students who were teacher-taught (non-CAD. Data gathering was by point sampling; reliability of observation was achieved by two-man teams, independently judging the same behavior. Percents of agreement ranged from 607 to 987. Between the beginning and the end of the school year, the social behavior scores for the CAI students decreased significantly while the corresponding scores for the non-CAI group significantly increased. This suggests that the individualized computer instruction. made students less socially oriented while the unvarying group setting of the non-CAI students tended to increase their social skills. However, uncontrolled variance (e.g., the seven different classroom teachers involved) is an alternative hypothesis for the differences. The findings are interpreted as suggesting that CAI may reduce the expected positive relations among academic behavior, IQ, and achievement. (MJ)

1991

2014

p production is of standardized all Levins ard satisfactory m of measuring problem n as applied to 1ducation. Levin result from a rod uction func-journals He is anger of these PART Corn pen satoryyen worse, that in the way Education tense about how bke the threat of a pretty remote. with-pular plea—and}construction by a reasonably iools has been bores do not fill are The use of;ne possible im-hay be of some of the educa-hicular are very iiendations. I am Irmiess and may I am quite ever becom-halt or reverse

1998

Two different ways of presenting instructional material and reacting to students' responses were compared. One, taking advantage of several features of multimedia instruction involved a desktop computer and various computer-presented consequences of correct and incorrect responses (largely chosen by the student). The other consisted in presenting the same instructional materials (the SRA primary curriculum) in a workbook form with tutors' comments and praise as the main form of response consequence. The two methods were compared with respect to various measures of student and system performance, including student accuracy (percent correct responses), types of errors, amount of correct response repetition (over-responding), rate of trial completion, percent of correct responses followed by a reward (reward accuracy), and others. The computer-managed system resulted in higher percent of correct responses, elimination of over-responding, and a considerable increase in reward ac...

1986

's work with computer-based instruction since 1974 is summarized, with attention to the history and development of the Office of Computer-Based Instruction, university applications, outside user applications, and research and evaluation. PLATO was the system that net the university's criteria, which included: supporting instructional strategies such as gaming, testing, and self-paced instruction; a library of computer-based learning materials; a programming language that was easy to use; a student record-keeping capability to support educational research; computer graphics; and overall system reliability. Information is provided on credit and noncredit courses psing computer-based instruction during 1983-1984. Activities of the 37 departments using computer-based instruction are summarized, and sample lessons and photographs are provided. Outside User applications are also described, including pre-college demonstrations and programming courses and courseware development. Materials include: a list of published lessons, a list of 1983-1984 conference and workshop presentations, a student evaluation form for PLATO, abstracts of computer-based education developments, and a catalog of PLATO and microcomputer programs under development. (SW)

1984

's work with computer-based instruction since 1974 is summarized, with attention to the history and development of the Office of Computer-Based Instruction, university applications, outside user applications, and research and evaluation. PLATO was the system that net the university's criteria, which included: supporting instructional strategies such as gaming, testing, and self-paced instruction; a library of computer-based learning materials; a programming language that was easy to use; a student record-keeping capability to support educational research; computer graphics; and overall system reliability. Information is provided on credit and noncredit courses psing computer-based instruction during 1983-1984. Activities of the 37 departments using computer-based instruction are summarized, and sample lessons and photographs are provided. Outside User applications are also described, including pre-college demonstrations and programming courses and courseware development. Materials include: a list of published lessons, a list of 1983-1984 conference and workshop presentations, a student evaluation form for PLATO, abstracts of computer-based education developments, and a catalog of PLATO and microcomputer programs under development. (SW)

1982

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)

Computer-based education should be based on an educational theory and measurable in its effects. To be considered a theory, the effects are measurable and the theory should be capable of reproduction. A new learning theory related to computer-based education was proposed in the year 1984. This theory was different as it was based on a perceived error by B.F. Skinner (1958). There was a resistance to the theory from academia as many educators based their personal pedagogy on the research of B.F. Skinner's Operant Conditioning. The use of branching (Crowder, 1959) presented options to the learner. This article reintroduces a 1984 learning theory which has a basis with both B.F. Skinner and N.A. Crowder in that it incorporated elements of both but differed in its concept with the inclusion of prior knowledge as a basis of all learning theories.

1982

Dealing exclusively with instructional computing, this paper describes how computers are delivering instruction in a wide variety of subjects to students of all ages and explains why computer-based education is currently having a profound impact on education. After a discussion of roots and origins, computer applications are described for educational, government, professional, and instructional markets. Examples of higher education applications are given for the sciences, the arts, humanities, medicine, agriculture, business, engineering and counseling, and for mathematics, reading, language arts, and computer science at the 0e-college level. Examples of applicationi are p.om the PLATO system and include diagrams. Benefits and.characteristics of computer-based instruction are enumerated and explained, and an overview of instructional computers on the current market is provided, including online mainframe systems, offline microcomputer systems, and hybrid systems. Six main categories of system-selection criteria for good computer-based instruction are discussed: (1) support for instructional strategies; (2) student learning station req4irements; (3) features for instructors and authors; (4) general operational characteristics; (5) dissemination networks; and (6) future viability. Final sections examine contemporary trends and issues in the future related to computer-based instruction. Eighteen references are listed. (LMM) Reproductions supplied by EDRS are the best that can be made from the original document.

The impact of computer-based technology on student achievement in the classroom was the subject of this review of the literature. The studies examined encompassed the content areas of English, mathematics, social studies and science. Extensive research was done on this topic, and overall, studies indicate that using computer-based instruction in the classroom may have a positive impact on student achievement. This can be seen at varying levels of education, from elementary through secondary, and in a range of geographic areas in the United States. There are, however, many factors that need to be considered when taking these results into consideration. Funding of technology in schools impacts where and how it is deployed to enhance education. In addition, the extent to which schools, teachers, and parents value technology may directly affect how often and the degree to which technology is used in the classroom. While computer-based technology may assist in teaching students 21st century skills, more studies need to be done in these specific content areas to find a statistically significant impact on achievement and the areas in which it may be most effectively applied.

2001

The Impact of Computer-Aided Instruction on Student Achievement. Tolbert Jr., Ernest,