Home PublicationsJRTEPast IssuesVolume 27 Number 3

Edited by Dennis W. Spuck and William C. Bozeman

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.