Kyle L. Peck

The Effects of Teacher Discourse in Computer-Mediated Discussion.

This study investigated the effects of teacher discourse in a computer-mediated discussion. Three different styles of discourse were established: questions only; statements only; and conversational. Results supported the hypothesis that a conversational style of discourse produced higher levels of student participation with a more complex interaction pattern. In addition, there was a higher frequency of peer-peer interaction with more complex responses. This study suggests that a conversational style of discourse is both possible and desirable within a computer-mediated discussion. Further research is needed on the effects of a conversational style and newer interface designs on student participation and achievement.

Computer Anxiety and Different Types of Computer Courses

This study was undertaken for two purposes: 1) to describe differences in anxiety in students voluntarily entering two different types of computer courses; and 2) to assess the changes in anxiety level attributed to each course. Undergraduate college students had registered for two introductory computer courses. One was a problem solving and programming course; the other was a tools software applications (non-programming) course. Students completed a pretest and posttest for computer anxiety. Results indicated that initial anxiety levels were not significantly different, and that the reduction in computer anxiety was significantly greater for students in the tools software applications course than for students in the problem solving and programming course. Although the “tool use” course proved more effective in reducing computer anxiety, results showed that large numbers of subjects in both conditions exhibited no reduction in anxiety as a result of the courses.

The AECT Project: Modeling the Effective Use of Technology in Teacher Preparation

ConclusionThe AECT Project builds on ISTE’s groundbreaking work in the development of technology standards for teachers. The Project adds specificity and has developed a comprehensive set of tools for pre-service teacher education. Teacher educators can use these tools to ensure that their graduates leave with the technology skills needed for their selected teaching specialty. The commitment and leadership demonstrated by the U.S. Department of Education in offering the Preparing Tomorrow’s Teachers for Technology program has earned their leaders our respect. Through this program the AECT Project has been able to develop tools and can now offer them at no cost to institutions of higher education. The PT3 Program has galvanized educators across America, has helped to create important, ongoing collaborations, and has helped to instill an unprecedented mass consciousness valuing educational change. The partners in the AECT Project are proud to have this opportunity to contribute, in important ways, to technology integration in teacher education. We are honored to join with all of the other PT3 Projects from across the Nation in creating teaching and learning opportunities that will shape our educational systems in the 21st century. We welcome other teacher education institutions and professional associations as partners as we move ahead. For more information, please contact us through our Website athttp://aect.org/pt3, or send email to us ataect@psu.edu

Ready...Fire...Aim! Toward meaningful technology standards for educators and students

ConclusionI applaud ISTE, AASL, AECT, and the other organizations involved for tackling the “messy work” of developing standards for the use of technology and information resources in schools. And, at the same time, I call for a “second generation” of standards that define realistic expectations for teachers based on the subjects and levels they are called upon to teach. I propose that professional organizations from each subject work with ISTE and AECT to complete this huge task, and I propose that we consider as a “next step” the creation of a set of on-line learning experiences through which teachers can gain the identified skills and knowledge by using the very technologies we’re hoping they’ll embrace in their own teaching.There’s an old saying, “If you don’t know where you’re going, any road will do.” As far as educational technologies are concerned, this is also true. For many, the goal seems to have been simply to “get more computers into the schools,” without much thought about purpose. To return to Phil Schlechty’s metaphor, It’s generally been a brief and misguided “Ready” stage (occupied with questions like “How many do we need?” “What type?” “Where?” and “How shall we connect them?”), followed by “Fire!” (the acquisition and installation of equipment). What we need is: “Ready” (the creation of appropriate teams of people who will combine their insights to plan for the district)... “Aim” (a series of discussions about what technologies can accomplish for schools and the students they serve)... “Fire” (acquisition, installation, and professional development according to plan)... “Aim” (an assessment of how well the technologies and related programs met the intended goals, and a new planning effort designed to close the gap)... “Fire” (acquisition and implementation designed to eliminate the gap)... “Aim” (another gap assessment)... “Fire” (another attempt to close gaps)..., And so on.

An Approach to Designing Computer-Based Evaluation of Student Constructed Responses: Effects on Achievement and Instructional Time

AbstractTHIS INQUIRY examined the effectiveness of self-evaluation strategies to supplement computerized evaluation of constructed response answers. Additionally, self-evaluation was looked at as a means to improve learner recall of factual and comprehensive knowledge. The study compared the effects of five constructed response answer evaluation strategies on achievement and instructional time during computer-based learning. The five strategies were:1)computerized evaluation only,2)student evaluation only,3)computerized evaluation and student evaluation,4)student evaluation with required elaboration, and5)computer and student evaluation with elaboration following conflicting evaluations. Analysis of the collected data revealed that achievement, as measured in this study, was unaffected by evaluation strategy. Accordingly, treatments did not affect student evaluation of responses. Across all self-evaluation groups, student evaluation did not differ substantially from expert evaluation, which may indicate that students can accurately evaluate their own work. The treatment strategies did differentially affect instructional time, with instructional time increasing as the level of interaction with the instructional software increased. Implications for the design of instructional software are discussed.

One-to-One Educational Computing: Ten Lessons for Successful Implementation

High levels of access to technology are transforming schooling. The nature of that transformation is still evolving, but its outlines are emerging. The types of learning activities are different. Attitudes toward school are different. Relationships between school and the community change. There are also new tensions that arise, such as conflicts between new learning models and old policy models, and between new outcomes and old assessments. (p. 1)

The Effects of Computer‐assisted Systematic Observation on the Attitudes and Efficiencies of Pre‐service Teachers

ABSTRACT The purpose of this study was to explore the effects of computer‐assistance during systematic observation on the attitudes of pre‐service teachers towards systematic observation and on the time required to analyze the data gathered. During their field experience, pre‐service teachers were randomly assigned to conduct systematic observation in a computer‐assisted group or traditional ‘pencil and paper’ group. Results indicated that pre‐service teachers who used computer‐assisted systematic observation required significantly (alpha – 0.01) less time to perform quantitative analysis. The data also revealed several significant differences in attitudes between the pre‐service teachers who used computers and those who used the traditional ‘pencil and paper’ methods of systematic observation.

Microcomputer-based instruction for miner safety-training programs

Abstract The passage of The Federal Mine Safety and Health Amendments Act of 1977 (Public Law 95-164) is significant because it represents the first instance where the Federal Government, in addition to regulating and enforcing health and safety standards, mandated health and safety training for workers throughout an entire industry. Not only does 30 CFR 48 specify the various classifications of workers that must be trained, it also dictates the topics to be covered and the minimum number of hours that must be devoted to the prescribed training programs. The focus of this paper is on efforts being taken to develop cost-effective, microcomputer-based training aids for the mining industry. Four instructional programs have been developed at Penn State as part of a large research effort in miner training. Examples of the programs will be presented and implementation experience at several underground coal mines will be discussed.