The effective teacher and computers

Abstract

Effective teachers sensitively and flexibly control those conditions of learning that can be arranged, try to influence or at least take into account less manageable conditions, and recognize that their teaching effectiveness depends also on inquiry into their own patterns of thought and action. Computers do not 'think' this way. Nor do they respond sensitively to changing conditions and subtle student cues that signal a need to use a different teaching approach. Computers, therefore, cannot replace the teacher, but are a useful tool to help arrange the conditions of learning in certain teaching situations. These situations are discussed in the light of what we know about effective teaching.

Dyadic interactions at the microcomputer interface: a case study in computer assisted learning

“…However, we must not underestimate the considerable contribution of the teacher's skills in this (cf. Katterns & Haigh, 1986); all of the time, the teacher is monitoring the pupil's performance, occasionally taking action to prevent an error. Notice in the above example that the pupil's error involves giving what is in fact the correct solution to a multiplication problem, which in turn naturally arises during the solution of the division problem.…”

The Impact of First Computer Encounters on Mathematics Teachers’ Computer Competence

“…Some are related to the person and some the institution. At the personal level, Katterns & Haigh (1986) note that effective teachers, those who "not only know about the theory and practice of a wide repertoire of teaching modes and their associated skills" but who "demonstrate sensitive control of that repertoire" (p. 167), are the most likely to integrate successfully the use of computers in their teaching. Sheingold & Hadley (1990) and motivated by a belief in the educational value of computers.…”