The Socio/Cultural Effects of a Technology Based Intervention in School Environments.
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| Title: | The Socio/Cultural Effects of a Technology Based Intervention in School Environments. |
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| Language: | English |
| Authors: | Diem, Richard A. |
| Peer Reviewed: | N |
| Page Count: | 16 |
| Publication Date: | 1994 |
| Sponsoring Agency: | Air Force, Washington, DC. Texas Univ., San Antonio. National Aeronautics and Space Administration, Washington, DC. |
| Document Type: | Reports - Descriptive Reports - Research Speeches/Meeting Papers |
| Descriptors: | Computer Assisted Instruction, Computer Attitudes, Computer Centers, Educational Environment, Educational Technology, English Instruction, High Schools, Instructional Innovation, Partnerships in Education, Pilot Projects, Programmed Tutoring, Secondary School Mathematics, Teacher Attitudes |
| Abstract: | This study presents a descriptive account of the effects of two computer based tutorial programs used in high school Pre-Algebra and English classes via an interactive computer technology laboratory environment. The laboratory settings described, joint enterprises developed by a state university, the United States Air Force, and two public school districts, were pilot test sites for these programs. The data reported, gathered over a two-year period, is reflective of student and teacher interactions with these programs as well as their reactions to the interdiction of a technology based learning environment. Conclusions drawn from this study include: teachers may be reluctant to use this type of technology and software unless there is a direct applicability to the at-hand curriculum; in order for interactive technology to be successful, the role of the teacher and time spent in school need to be redefined; teachers must be active participants in the learning process; and teachers and students need to know how to apply their knowledge of computer technology in an appropriate mode. (Contains 7 references.) (JLB) |
| Entry Date: | 1995 |
| Accession Number: | ED373778 |
| Database: | ERIC |
| Abstract: | This study presents a descriptive account of the effects of two computer based tutorial programs used in high school Pre-Algebra and English classes via an interactive computer technology laboratory environment. The laboratory settings described, joint enterprises developed by a state university, the United States Air Force, and two public school districts, were pilot test sites for these programs. The data reported, gathered over a two-year period, is reflective of student and teacher interactions with these programs as well as their reactions to the interdiction of a technology based learning environment. Conclusions drawn from this study include: teachers may be reluctant to use this type of technology and software unless there is a direct applicability to the at-hand curriculum; in order for interactive technology to be successful, the role of the teacher and time spent in school need to be redefined; teachers must be active participants in the learning process; and teachers and students need to know how to apply their knowledge of computer technology in an appropriate mode. (Contains 7 references.) (JLB) |
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