Assessing the Impact of Computer-Based Instruction

Assessing the Impact of Computer-Based Instruction

by Margaret D Roblyer, William Castine, F J King
     
 

ISBN-10: 086656893X

ISBN-13: 9780866568937

Pub. Date: 01/28/1988

Publisher: Taylor & Francis

Can computer applications help improve student performance? For what skills, grade levels, content areas, and type of students are computer applications most effective? Can computer applications improve student attitude toward school and decrease drop-out rates? Discover what the research reveals—in this provocative new book—about these and other crucial

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Overview

Can computer applications help improve student performance? For what skills, grade levels, content areas, and type of students are computer applications most effective? Can computer applications improve student attitude toward school and decrease drop-out rates? Discover what the research reveals—in this provocative new book—about these and other crucial questions concerning the impact of computer-based instruction.

Assessing the Impact of Computer-Based Instruction provides the most comprehensive and up-to-date summary available on the effects of computer applications on both student achievement and attitudes. Within its pages are also the most extensive bibliography ever prepared on past reviews of research, current reports and articles, and dissertations in the area of computer uses in education. This groundbreaking new book provides educational decisionmakers with the facts they need in order to justify the expense and effort of maintaining and expanding the instructional role of computers in schools. It is also useful as a resource text in the pre-service training of computer educators and for graduate students doing research in instructional computing.

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Product Details

ISBN-13:
9780866568937
Publisher:
Taylor & Francis
Publication date:
01/28/1988
Series:
Computers in the Schools Series
Pages:
168
Product dimensions:
15.60(w) x 22.20(h) x 1.60(d)

Related Subjects

Table of Contents

ContentsPREFACE

  • INTRODUCTION
  • Rationale for Reviewing Instructional Computing Research
  • Scope of the Current Review
  • FINDINGS FROM PAST REVIEWS
  • Previous Reviews of Effectiveness: Descriptive Methods
  • Previous Reviews of Effectiveness: Meta-analysis Methods
  • Reviews of Non-CAI Computer Applications
  • Reviews of Non-Achievement Factors and Effects
  • Summary of Observations From Past Reviews
  • META-ANALYSIS ISSUES AND PROCEDURES
  • General Meta-analysis Procedures in the Past
  • Problems and Issues With Meta-analysis
  • Meta-Analysis Procedures in This Study
  • REVIEW OF THE STUDY FINDINGS
  • General Findings on Effectiveness
  • Are Computer Applications More Effective at Certain Grade Levels?
  • Are Computer Applications More Effective With Certain Types of Content?
  • Are Computer Applications More Effective With Certain Kinds of Students?
  • Do Student Attitudes Improve as a Result of Using Computers?
  • Findings on Effectiveness in Specific Content Areas and Specific Student Groups
  • How Effective Are Various Applications in Teaching Mathematics Skills?
  • How Effective Are Various Computer Applications for Reading and Language Skills?
  • How Effective Are Computer Applications in Science?
  • How Effective Are Computer Applications in Teaching English and Reading to ESL Students?
  • How Effective is Word Processing in Improving Writing Skills?
  • How Effective Are Logo and CAI Applications to Teach Problem-Solving?
  • Can Computer Applications Enhance Student Creativity?
  • Procedures and Findings of Major Studies
  • The ETS/LAUSD Study: The Computer Curriculum Corporation (CCC) System and Compensatory Education
  • The ETS Writing-to-Read Study
  • Three Studies of Technology-Intensive Programs
  • Logo Effects on Problem-Solving Abilities: Pea's Bank Street Studies
  • SUMMARY FINDINGS AND IMPLICATIONS
  • Comparison of Findings: Past and Present
  • Implications of Findings for Future Research
  • Implications of Findings for Future Implementation
  • A Final Word on the Future
  • REFERENCES

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