Herbert H. Wideman

Factors contributing to teachers' successful implementation of IT

It has become increasingly important for educators to examine successful ICT implementations with the aim of understanding precisely what makes them successful in teaching and learning. In this study, an analysis of data from qualitative case studies of four Canadian schools illuminates factors that facilitate successful ICT implementation. Findings suggest that informal ICT education, such as just-in-time learning, is most influential. Furthermore, supportive and collaborative relationships among teachers, a commitment to pedagogically sound implementation of new technologies, and Principals who encourage teachers to engage in their own learning are viewed as highly useful factors.

Unpacking the potential of educational gaming: A new tool for gaming research

The article begins by reviewing the theoretical bases for the contention that advanced computer-based educational gaming can provide powerful learning experiences, and overviews the limited research on the use of such games. Although studies to date have generally supported their value, most of the published investigations have methodological limitations. Critical process data are typically not collected, and unreliable student and teacher self-reports are heavily relied on in evaluating the educational efficacy of many games. To address these and other limitations, the authors have developed research software that can remotely and unobtrusively record screen activity during game play in classroom settings together with synchronized audio of player discussion. A field trial of this data collection system in which 42 college students were studied as they played a coursework-related Web-based learning game is described, and the article discusses how the trial outcomes concretely demonstrate the methodological advantages the tool offers researchers.

Computer game development as a literacy activity

This study examined computer game development as a pedagogical activity to motivate and engage students in curriculum-related literacy activities. We hypothesized that as a consequence, students would improve their traditional reading and writing skills as well as develop new digital literacy skills. Eighteen classes of grade 4 students were assigned to either an experimental or control group. Both groups studied the same curriculum unit over a 10week period, however, in addition the experimental group developed computer games related to the unit using a game development shell. An analysis of pre- and post-unit scores on two standardized literacy test batteries revealed that the experimental students performed significantly better on one of the subtests, a measure of logical sentence construction (p=.002). Field notes and teacher interview data indicated that game development helped improve student content retention, ability to compare and contrast information presented, utilize more and different kinds of research materials including digital resources, editing skills, and develop an insight into questioning skills.

Word Processors and Children’s Writing in a High-Computer-Access Setting

AbstractStudent writing products and processes were studied during a three-year period, beginning in Grade 3, at a school where students had routine daily access to word processors, and at a nearby comparison school that had only a few, infrequently used computers in its classrooms. A repeated measures MANOVA revealed that writing quality improved significantly (p < .00005) at the high-computer-access school, as determined by holistic measures of writing message (meaning and content quality) and medium (quality of the form and surface features). In-class observations support the contention that the use of word processors strongly contributed to the observed differences between sites. The attributes of the word processor that appeared to explain the observed differences were a combination of the unique ways text is edited, displayed, and manipulated with the computer.

Computer access and student achievement in the early school years

This study examines the assumption that optimal learning occurs in classrooms where every child has access to their own computer. Grades 1 to 4 classrooms in seven schools of an urban school district were given laptop computers in three different student-to-computer ratios (1xa0:xa01, 2xa0:xa01, 4xa0:xa01). Throughout the school year three samples of student writing were taken at equal intervals and classrooms were regularly observed. Writing samples were also collected from control classrooms in the same schools that did not have access to computers. A mancova analysis of holistic ratings of writing samples revealed that by the end of the school year students in the 2xa0:xa01 ratio classrooms improved significantly more than their counterparts in the other groups; the control group students demonstrated the least improvement, while the 1xa0:xa01 and 4xa0:xa01 groups showed intermediate levels of improvement. The study concludes by questioning the long-range efforts at equipping schools with one computer for every student.

Knowledge Base Construction as a Pedagogical Activity.

This study examined cognitive processes and outcomes associated with student knowledge base development. Sixty-nine grade eight students were randomly assigned to one of three groups: a knowledge base development (KBD) group, a problem-solving software group, and a control group. Those in the KBD group received relevant instruction and then worked in small teams to develop very simple expert systems for weather prediction for about sixteen hours. Students in the software group engaged in problem-solving activities using The Factory and Super Factory; control group students completed weather instrument projects. MANOVA results for several measures of cognitive skill gain and transfer found no differences between groups. But for those students who scored higher than the grand median on a standardized pretest of abstract reasoning, there were significant main effects favoring the KBD group on a formal reasoning test and a transfer task. A qualitative analysis of students cognitive task strategies is presented.

The Value of Supplementing Panel Software Reviews with Field Observations

Keller’s Personalized System of Instruction has been an important innovation in higher education. Although the success of PSI is far reaching, it is not without critics. Keller and other PSI advocates report that many PSI failures were due to people not adhering carefully to the PSI principles and components. This paper addressesthis problem from an instructional systems design perspective and the results suggest that modifications to PSI can be done successfully. Moreover, a systematic approach to the design, development and implementation of courses allows the user to meet the important achievement and successgoals of PSI while avoiding the problems that PSI presents in certain contexts. Keller’s Personalized System of Instruction (PSI) has received considerable attention, both in practice and research (Keller, 1968; Ruskin, 1976; Kulik, Kulik, & Cohen, 1979). An analysis of the research indicated that PSI has been effective in improving end of course achievement, retention and transfer of knowledge learned in the course, time to completion of learning objectives, and student satisfaction (Kulik et al., 1979). PSI is based largely on principles derived from the experimental analysis of behavior. Learning is viewed as behavior generated and maintained by consequences and conditions set by the PSI methodology. The focus is on individual mastery of clearly specified behavioral objectives. The study materials set the occasion for the student to respond and small units of instructional material allow for frequent evaluation of learning. Students receive feedback on their performance, both from the instructional materials and from proctors who serve in an evaluation and student guidance role. Students typically work individually and at their own pace. They also choose the amount of instructional assistance they need, either prior to unit evaluation or as a result of the feedback they receive after completing a unit test. Keller and many of his associates have strongly advocated strict adherence to his guidelines for PSI courses. Keller has frequently indicated his frustration with what he calls SLI (something like it) approaches to PSI that often fail to follow all the PSI Annabel E. Coldeway is Associate Professor of Psychology at Concordia College, Edmonton, AB. Dan O. Coldeway is a Professor with the Centre for Distance Education, A thabasca Un ive rs i t y . CJEC, VOL. 16, NO. 4, PAGES 279 293, ISSN 0710 4340