Home PublicationsJRTEPast IssuesVolume 28 Number 1

Edited by Dennis W. Spuck and William C. Bozeman

formerly Journal of Research on Computing in Education

Volume 28 Number 1 -- Fall 1995

Table of Contents

An Analysis of Retention Problems for Female Students in 

University Computer Science Programs

Eileen D. Bunderson and Mary Elizabeth Christensen          1



Establishing the Content Validity of a Basic Computer 

Literacy Course

James Clements and James Carifio                           19



Barrier to Computer Integration: Microinteraction Among 

Computer Coordinators and Clasroom Teachers in Elementary 

Schools

Melissa Evans-Andris                                       29



Mentoring: An Approach to Technology Education for Teachers

Charles A. MacArthur, Virginia Pilato, Mary Kercher, Dana 

Peterson, David Malouf, and Patricia Jamison               46



StudentsÕ Construction of Structured Knowledge Representation

David Mioduser and Marta Santa Maria Marin                 63



The Effect of Time on Computer-Assisted Instruction for At-

Risk Students

Christopher A. Salerno                                     85



Locus of Control, Self Esteem, Achievement Motivation, and 

Problem-Solving Ability: LogoWriter and Simulations in the 

Fifth-Grade Classroom

Doris Kennedy Tyler and Ellen Storey Vasu                  98



Small Group Instruction Using Microcomputers: Focus on Group 

Behaviors

David R. Wizer                                            121



                           Abstracts



An Analysis of Retention Problems for Female Students in 

University Computer Science Programs



Eileen D. Bunderson

Mary Elizabeth Christensen

Brigham Young University



Abstract



Females are less likely to take advantage of computer 

learning opportunities than males. Gender biases and societal 

stereotypes, as well as differential interests, experience 

and attitudes contribute to a low level of participation by 

females in computer courses. In order to better understand 

the gender imbalance and high level of female attrition in 

computer science, survey instruments were developed to 

measure attitudes toward the experience of students currently 

enrolled in the Computer Science Department at a large 

western university, and to note differences in the reasons 

that males and females choose to change from computer science 

to other majors. The study suggests that a key factor 

influencing the high rate of female attrition is lack of 

previous experience with computers before entering the 

program. Other factors may be gender-biased attitudes and 

behavior, interactions with other computer science students, 

and the nature of computer science as a discipline. 




Establishing the Content Validity of a Basic Computer 

Literacy Course



James Clements

James Carifio

UMass at Lowell



Abstract



This study sought to determine which specific skills should 

be tauight in a high school computer literacy course. 

Thirteen textbooks and two Department of Education documents 

were analyzed to ascertain common word processing, database, 

and spreadsheet software skills. Each of these software tools 

was analyzed to find the specific skills needed to become 

proficient in that tool. A basic computer literacy course was 

created from the analysis of these sources. It was piloted 

successfully with both regular and special needs students. 

Aspects of this course are described. 





Barrier to Computer Integration: Microinteraction Among 

Computer Coordinators and Classroom Teachers in Elementary 

Schools



Melissa Evans-Andris

University of Louisville



Abstract



This study examined the experiences of computer coordinators 

who have worked in elementary schools that have had computers 

for at least eight years and represents part of a 

longitudinal study conducted over four years. Using a 

replication of ethnographic methods that successfully guided 

the earlier wave of the study, the article considers the 

microprocesses of interaction among computer coordinators and 

classroom teachers, and how those patterns are related to the 

integration of computers in elementary schools. Findings 

reveal that, whereas school administrators and classroom 

teachers rely on computer coordinators to promote the use and 

integration of computers in their schools, these specialists 

are limited in their endeavors because of various structural 

and social conditions of their work. The examination of work 

relations among computer coordinators and classroom teachers 

may have critical implications for the direction of computer 

implementation in elementary schools. 




Mentoring: An Approach to Technology Education for Teachers



Charles A. MacArthur

University of Delaware



Virginia Pilato

Maryland State Department of Education



Mary Kercher

Prince Georges County Schools



Dana Peterson

University of Maryland



David Malouf

U. S. Department of Education



Patricia Jamison

Prince Georges County Schools



Abstract



One approach to providing the inservice education and 

continuing school-based support needed by teachers to use 

computers effectively is through mentoring. The Computer 

Mentor Program, a collaborative effort between a university 

and school district, developed and evaluated a model for 

staff development on the effective use of computers based on 

successful mentoring models for beginning teachers. 

Experienced computer-using teachers participated in a 

semester course that provided guidance in mentoring and 

information on technology applications. These teachers then 

each mentored one to five teachers in their schools. The 

mentoring relationship was structured through the use of 

individual plans developed between each mentor and protŽgŽ. 

Over three years, the project included 59 mentors and 154 

protŽgŽs. Evaluation indicated that both mentors and protŽgŽs 

developed increased knowledge of computer applications and 

that protŽgŽs made more extensive and varied use of computers 

both with students and for professional tasks. 




StudentsÕ Construction of Structured Knowledge 

Representations



David Mioduser

Tel-Aviv University



Marta Santa Maria Marin

Omar Dengo Foundation, Costa Rica



Abstract



While acquiring and communicating knowledge, students are 

also engaged in processes related to the organization and 

representation of information. However, representational 

skills and processes are not explicitly taught, and the 

processes by which students learn and apply these skills is 

an issue still in need of systematic study. This article 

describes an exploratory study on the acquisition and use of 

knowledge representation skills and structures by sixth 

graders, supported by a computer-based learning environment. 

The results indicate that these symbolic structures can be 

taught successfully, and that students using them in the 

context of instructional tasks perform at the higher band of 

cognitive processes. The results also indicate that 

constructing computer knowledge bases affected the studentsÕ 

abilities to analyze, organize, and represent knowledge and 

that the students were able to create representations of 

considerable structural complexity and varied nature (e.g., 

taxonomic, encyclopedic, and classification trees) and 

content. As a corollary, a series of issues that deserve a 

deeper and systematic inquiry are presented (e.g., the 

repertoire of symbol structures or schemas that are better 

candidates for teaching should be defined; the learning and 

application processes of these intellectual tools should be 

traced; and the refinement process of the schemas once 

acquired and repeatedly used should be studied, along with 

their cognitive robustness). 





The Effect of Time on Computer-Assisted Instruction for At-

Risk Students



Christopher A. Salerno

Carrollton-Farmers Branch Independent School District, Texas



Abstract



This study investigated whether the mathematics achievement 

of at-risk students using computer-assisted instruction (CAI) 

differed significantly from the achievements of at-risk 

students using other methods of instruction. At-risk fifth 

graders were randomly selected across a school district and 

assigned to one of three groups: (a) extended computer time 

(T1), (b) extended time-on-task (T2), (c) control group (C). 

All students used classroom computers; group T1 spent an 

extra 60 minutes per week engaged in CAI. Group T2 had 

special workbooks and worked for an equal amount of 

noninstructional time independently. Students were pretested 

in December and posttested in May. Software was correlated to 

the text, state essential elements, the workbook, and tests; 

the same software was used by all students. Mean gain scores 

were computed and the analysis of variance and multiple 

comparisons tests were employed. A one-factor ANOVA was 

conducted on treatments and a two factor ANOVA on gender. 

Analysis indicated significant difference in achievement 

between boys in group T1 and boys in group T2. Girls in group 

T1 achieved greater gains than girls using workbooks, but not 

at a statistically significant level. 




Locus of Control, Self Esteem, Achievement Motivation, and 

Problem-Solving Ability: LogoWriter and Simulations in the 

Fifth-Grade Classroom



Doris Kennedy Tyler

North Carolina Department of Public Instruction



Ellen Storey Vasu

North Carolina State University



Abstract



This study examined the effects of using Logo, or problem-

solvingÐoriented simulation software on locus of control, 

self esteem, and achievement motivation for fifth-grade 

students. The importance of these variables in predicting 

Logo mastery and far-transfer problem-solving ability was 

also examined. The study had three groups: Logo, simulation, 

and comparison. Analyses revealed significant differences for 

self esteem. Results did not change after controlling for 

Logo mastery. The Logo and comparison groups had a 

significant pretestÐposttest change in locus of control, and 

the simulation group had a significant pretestÐposttest 

change in self esteem. The most important predictor of far-

transfer was math achievement. The most important predictor 

of Logo mastery was near-transfer. Students with an external 

locus of control did not master Logo. The importance of 

affective variables in predicting far-transfer, as well as 

Logo mastery, needs further investigation. 




Small Group Instruction Using Microcomputers: Focus on Group 

Behaviors



David R. Wizer

The Johns Hopkins University



Abstract



The purpose of this study was to determine which types of 

group behaviors are related to the content achievement of 

special education and nonspecial education students working 

in groups on computers. Forty-eight middle school students 

worked at computers in dyads on mathematics word problems. 

The results of this study indicated that two interpersonal 

behavior variables were significantly related to achievement: 

mutual keyboard usage and giving explanations. The findings 

also indicated that special education students gave 

explanations less often than their nonspecial education 

counterparts. The results of this study should encourage the 

continued support for small group learning as a means of 

enhancing computer access. 

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.