formerly Journal of Research on Computing in Education Volume 27 Number 3 -- Spring 1995 Table of
Contents Turning Teachers on to Computers: Evaluation of a Teacher Development Program Alison M. Gilmore........................................251 A Model for Motivationally Adaptive Computer-Assisted Instruction Hermann Astleitner and John M. Keller....................270 The Potential Impact of Information Technology on the High School Principal: A Preliminary Exploration Moshe Telem and Tehita Buvitski..........................281 The Effect of Hypermedia Instruction on Stages of Concern of Students with Varying Authoring Language and Prior Hypermedia Experience W. Michael Reed, David J. Ayersman, and Min Liu..........297 The Design and Implementation of Environmental Computer-Mediatyed Communication (CMC) Projects Chris McMahen and A.J. Dawson............................318 Elementary Versus Secondary School Teachers Retraining to Teach Computer Science Glenn E. Snelbecker, Nina P. Bhote, Judith D. Wilson, and Robert M. Aiken....................336 The Effects of Gender, Program Type, and Content on Elementary ChildrenÕs Software Preferences Ronen Nathan and Lois J. Baron...........................348 The SPECIAL System: Self-Paced Education with Compressed Interactive Audio Learning Kevin Harrigan...........................................361 Book ReviewÑEducational Technology: Best Practices From AmericaÕs Schools, by William C. Bozeman and Donna T. Baumbach Reviewed by Jess E. House................................371 ABSTRACTS Turning Teachers on to Computers: Evaluation of a Teacher Development Program Alison M. Gilmore Canterbury University, New Zealand Abstract This study evaluated a teacher development program designed to introduce educational uses of computers to teachers and to facilitate their integration into classroom activities. The model involved teachers in a school-based, action-research project supported by visits from resource personnel, with clusters of teachers attending two meetings to evaluate their experiences, share ideas, and discuss relevant issues. The model proved to be very successful. Dramatic increases in teacher confidence and, to a lesser extent, competence in computer use were the major outcomes. A strong commitment to continue their use of computers in their teaching was common. Teachers reported their students gaining noticeable cognitive and social benefits from the experience. A Model for Motivationally Adaptive Computer-Assisted Instruction Hermann Astleitner University of Salzburg John M. Keller Florida State University Abtract Until now, the matching of teaching processes to cognitive aspects of learning has been in the foreground of discussions in the field of computer-assisted instruction (CAI). There has been little effort to match tea-ching processes to the motivational dynamics of the learners. This study will attempt to show how theories and empirical findings of research on motivation can be integrated in a formal mo-del in order to describe and predict motivation within the framework of mo-tivationally adap-tive computer-assisted instruction. This article begins with a discussion of problems in CAI and the reasons for these problems. The middle section of this article contains the theoretical basis for the study, which includes the components of a formal model to be implemented as a computer simulation. This article concludes with an example of how computer simulation can represent and predict motivational processes in instructional situations. The Potential Impact of Information Technology on the High School Principal: A Preliminary Exploration Moshe Telem Tel-Aviv University Tehita Buvitski Kadoorie Agricultural High School, Israel Abstract This study looks at the impact of information technology on the role of the high school principal. Findings suggest that the introduction of a management information system into the school resulted in changes in the clerical, managerial control, and strategic aspects of the principalÕs role. Forty-three tasks representative of this role were investigated, all belonging to five domains: instruction administration, instructional processes, interactions between groups and individuals, school finance and logistical support, and interactions with groups and institutions in the community. The Effect of Hypermedia Instruction on Stages of Concern of Students With Varying Authoring Language and Prior Hypermedia Experience W. Michael Reed West Virginia University David J. Ayersman SUNYÑPlattsburgh Min Liu University of Texas at Austin Abstract In this study, 15 research participants were exposed to 15 weeks (approximately nine hours per week when including out- of-class assignments) of hypermedia instruction. Stages of Concern responses at the pretreatment, midtreatment (week 7), and posttreatment points were compared. We grouped them according to growth in hypermedia knowledge and compared their responses at the same intervals. These responses were correlated with prior experience with authoring languages and prior experience with hypermedia. As an entire group, the research participantsÕ Awareness and Informational concerns decreased and their Consequence and Refocusing concerns increased. The participants with the most hypermedia-based knowledge growth maintained the highest concerns at the Awareness and Informational stages; whereas, the medium- growth group maintained the highest concern at the Management stage. The low-growth group had the lowest concerns at all stages. Those participants with more prior experience with hypermedia and with authoring languages had the lowest self- based concerns and the highest externally based concerns. The Design and Implementation of Environmental Computer-Mediated Communication (CMC) Projects Chris McMahen Armstrong Elementary School,Canada A. J. Dawson Simon Fraser University Abstract The philosophies embedded in environmental education seem initially to contradict the technological mind-set of computer-mediated communication. However, environmental education has attempted to adopt these newer technologies for furthering environmental studies. This paper examines some attempts by environmental educators to adopt technology, specifically computer-mediated communication (CMC), primarily computer conferencing, to enhance instruction. The ability to link geographically distant schools using computers provides a new medium for environmental educators. A number of projects have attempted to utilize CMC technology to enhance the study of environmental education. Through experience with environmental CMC projects, some distinct advantages to the medium have been discovered. Independence of time and place, the global nature of the audience, and effects on the curriculum are three advantages explored here. Such endeavors are not without problems, ranging from technical difficulties to inservice, from leadership to organizational issues. Suggestions are provided regarding the future design and implementation of environmental CMC projects. Elementary Versus Secondary School Teachers Retraining to Teach Computer Science Glenn E. Snelbecker Temple University Nina P. Bhote Saint JosephÕs College, Maine Judith D. Wilson Swarthmore College Robert M. Aiken Temple University Abstract One means of ensuring that K-12 computer science teachers are knowledgeable about computer science and school curricular content is by ÒretrainingÓ experienced teachers. This study examined aptitudes and attitudes of elementary and secondary teachers as predictors of success in two NSF-funded retraining projects. Results are discussed in terms of success measured by course exams, course projects, and course grades. Similarities and differences regarding elementary versus secondary teachers are considered. The Effects of Gender, Program Type, and Content on Elementary ChildrenÕs Software Preferences Ronen Nathan and Lois J. Baron Concordia University Abstract This study investigated whether program type or content have an effect on middle elementary school childrenÕs software preferences and whether gender differences surface when children are asked to choose software programs of different type and content. Sixty-two, fourth-grade children, 31 boys and 31 girls, participated in the study. Two drill-and- practice and two tutorial programs were used. Following the treatment, the children were asked to select which program they preferred and why. Chi-square analyses indicated that children, regardless of gender, significantly preferred the drill-and-practice mathematics program over the other three programs. Explanations are provided as to why children chose this software. Educational implications, implications for instructional designers, and directions for future research are also suggested. The SPECIAL System: Self-Paced Education with Compressed Interactive Audio Learning Kevin Harrigan Ontario Institute for Studies in Education and Wilfrid Laurier University Abstract Once a lecture has been given, it would often be useful for the learner to have a copy of the lecture, including the audio, video, and all of the overhead slides. A computer system has been implemented that allows for the capture and playback of audio and overhead slides from a lecture. At playback time, the learner has random access to the overhead slides used in the lecture, random access to the accompanying audio for a given overhead slide, and variable speed control of the audio. User testing of the system has shown that learners prefer to use the system at the faster speeds over normal speed [F(2,21) = 16.81, p < .0001] and that the grades on a posthoc test are significantly higher than the grades of learners who reviewed the lecture using the textbook and their own notes [F(2,54) = 3.55, p < .05]. Educational Technology: Best Practices From AmericaÕs Schools by William C. Bozeman and Donna T. Baumbach Eye on Education, Inc., Princeton Junction, NJ, 1995 Hard cover, 295 pages, ISBN 1-883-001-12-9, $39.95 Reviewed by Jess E. House BOOK REVIEW A PDF file of each full article is available. Contact: jrte@iste.org. Please specifiy Volume and Issue number and article name. Copyright © 1995, ISTE (International Society for Technology in Education). All rights reserved. | |||
