Dennis G. Tesolowski

Creating a Comprehensive Plan for Computer Based Instruction in a Local Education Agency

AbstractA systematic plan for developing a district-wide approach to computer based instruction (CBI) is described in this manuscript. Procedures are summarized that provide local education agencies (LEAs) with direction related to planning, managing, administering, operating and evaluating a CBI system. Planning strategies address critical aspects such as a philosophy or mission statement, goals, objectives, personnel, equipment purchases, materials selection, staff development, budget considerations, timelines, and evaluation. Efforts related to these systematic planning procedures can assist LEAs in their quest for accountability, quality, and excellence in education. Subsequently, LEAs can support the old axiom referred to as the 5 P’s: Prior Planning Precludes Poor Performance.”

Developing a system to facilitate the instructor's role in implementing computer based instruction

AbstractTeachers need to be involved in providing educational leadership during implementation of computer based instruction in local education agencies. This article argues that instructors should provide consultation and should serve as leaders in the process of developing microcomputer implementation plans. Attention is paid to the importance of involving as many educators and as much curriculum as possible. Teachers’ concerns and feelings of anxiety about computer technology are addressed and statistics concerning application and implementation of microcomputers are presented. Twelve components required of viable microcomputer implementation plans are described in detail.

A Comparison of the Importance of Competencies for Applying Microcomputers in Vocational Education.

AbstractA national sample including 134 vocational educators, representing 6 vocational disciplines, was surveyed to ascertain the relative importance of 47 competencies for applying microcomputers in vocational education. The 12-member DA CUM panel that generated the core of this competency profile was used as a comparison group in this investigation. A oneway ANOVA procedure was used to determine if significant differences (p < .05) occurred between the groups’ importance ratings on the 5 categories and their respective competencies. t-tests were used to identify which groups differed significantly. The groups’ ratings did not differ on the categories; however, there were significant differences on 5 of the competencies.