Classrooms and Computers as Instructional Settings.
This article presents information on computer based instruction in the U.S. schools. The PLATO Elementary Mathematics and Reading Project brought about 100 sophisticated interactive terminals into over 40 classrooms, involving as many teachers and upward of 1,000 students over a two-year period. It...
| Publicado en: | Education Digest Vol. 50; no. 1; pp. 48 - 52 |
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| Formato: | Artículo |
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Prakken Publications
Sep1984
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=18684147&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 18684147 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 0013127X EDD jtl: Education Digest issn: 0013127X maglogo: N pubinfo: dt: Sep1984 vid: 50 iid: 1 pid: 327 pub: Prakken Publications artinfo: ui: 18684147 ppf: 48 ppct: 4 formats: tig: atl: Classrooms and Computers as Instructional Settings. aug: au: Amarel, Marianne affil: Senior Associate, National Institute of Education, Washington, D.C. su: Computer assisted instruction School facilities Educational planning Educational programs Teachers Attitude (Psychology) Classrooms United States sug: subj: United States Computer assisted instruction School facilities Educational planning Educational programs Teachers Attitude (Psychology) Classrooms ab: This article presents information on computer based instruction in the U.S. schools. The PLATO Elementary Mathematics and Reading Project brought about 100 sophisticated interactive terminals into over 40 classrooms, involving as many teachers and upward of 1,000 students over a two-year period. It provided courseware in two basic skills areas, reading lessons for grades 1 and 2, and math lessons for grades 4 to 6. Teachers were found to have a powerful effect on the process and outcome of the implementation of the program, with actual time students spent on-line diverging widely between and within classrooms, as well as over time. This was unexpected, for all teachers were self-selected, volunteering to provide a hospitable environment for the demonstration, more important, student access was centrally regulated. The influence of teachers' attitudes and perceptions was even more pronounced on the way they solved the problem of having two curricular streams flow through their rooms. The courseware was not equally compatible with all classroom programs, and all teachers had to integrate the computer-based curriculum with their own. pubtype: Periodical doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1984 holdings: @attributes: islocal: N |
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