Microprocessor Assisted Learning: Turning the Clock Back?

Howe, Jim; Boulay, Benedict du

doi:10.1080/0033039790160309

Cited by 17 publications

(8 citation statements)

References 6 publications

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“…O'Shea & Self, 1983; Waddilove, 1984) who had suggested that the advent of microcomputers might result in a reduction of social skills. Another finding of the first survey supported the more pessimistic predictions of Chandler (1984), and Howe & du Boulay (1979) who warned that modern technology could be used to reimplement the sort of mechanistic exercises condemned in other forms of teaching. The majority of teachers were found to use 'drill and practice' type programs instead of the more innovative, open-ended packages which had been advocated by a number of authors (e.g.…”

Section: Introductionmentioning

confidence: 77%

Effects of experience on microcomputer use in primary schools: results of a second survey

Jackson¹,

Fletcher²,

Messer³

1988

Computer Assisted Learning

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Following an initial survey of microcomputer use in Hertfordshire primary schools, a second, follow-up survey was conducted two years later to examine how experience had changed attitudes and use. This second survey provided detailed information of microcomputer provision, classroom use, and an analysis of factors which were related to use. As before, the survey was in two parts: an initial questionnaire to collect information from both headteachers and teachers. Some changes were observed across surveys which suggested that teachers would make more innovative use of the microcomputer in the future given sufficient training. As before, children's access was limited, and they mostly used drill and practice-type software in small groups (although child-directed programs were becoming a little more popular). Both surveys indicated that microcomputers offered a focus for cooperative activity which had not been predicted. Interestingly, the type of software mainly used was found to be related to children's cooperative behaviour, and their motivation for work.

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Section: Introductionmentioning

confidence: 77%

Effects of experience on microcomputer use in primary schools: results of a second survey

Jackson¹,

Fletcher²,

Messer³

1988

Computer Assisted Learning

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“…For example, Chandler (1984) has suggested that many teachers might become so overwhelmed by the technology and the pressure to use computers that they will end up using the sort of mechanistic exercises which they would vigorously condemn in other forms of teaching. Howe & Du Boulay (1979) have also discussed the educationally regressive step that the use of certain types of program might produce.…”

Section: Introductionmentioning

confidence: 99%

A survey of microcomputer use and provision In primary schools

Jackson¹,

Fletcher²,

Messer³

1986

Computer Assisted Learning

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An exhaustive survey of Hertfordshire primary schools was completed which provides detailed information of microcomputer‐provision, classroom use, headteachers' and teachers' aims and attitudes, and an analysis of factors which influence use. The survey was in two parts: an initial questionnaire to identify the extent of microcomputer ownership, and a main questionnaire to collect information from both headteachers and teachers who were using microcomputers. In general, most schools possessed microcomputers, but children's access was limited, and it would appear that drill and practice type programs were most frequently used. The extent and type of use was found to be affected by a number of factors.

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“…This concept has also been reiterated by Dean [23], who believes the team approach, using at least three faculty members, a programmer, and an instructional designer, has the best chance of developing courseware of high caliber which will be acceptable to the greatest number of faculty and students. Howe and du Boulay [33], although not arguing for or against teams, do caution that we not repeat our previous mistakes, and they point out that learning principles should be recognized in the development of future CAI programs.…”

Section: Courseware Development and Sharingmentioning

confidence: 88%

Computer assisted instruction

1980

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The use of computers to assist in the learning siliiation in a simulation, game, tutorial, or drill and practice mode is reviewed on an international basis with centers of activity identified in the Linited States. Canada, the Ignited Kingdom, and Japan. The use of the computer as an adjunct to support learning is compared to its use in a substitution mode. Evaluative studies of CAI are reviewed and costs are examined. The critieal issues of CAI are enumerated and analyzed as they pertain to computer hardware, CAI languages, and courseware development and use. The future of CAI is briefly sketched from the viewpoints of individuals prominent in the field. Finally, conclusions are drawn and recommendations are offered to help ensure the most educationally cost-effective use of CAI in learning situations.

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Microprocessor Assisted Learning: Turning the Clock Back?

Cited by 17 publications

References 6 publications

Effects of experience on microcomputer use in primary schools: results of a second survey

Effects of experience on microcomputer use in primary schools: results of a second survey

A survey of microcomputer use and provision In primary schools

Computer assisted instruction

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