Robert D. Sherwood

Learning with technology: Theoretical and empirical perspectives

Our major goal in this paper is to argue that existing, off-the-shelf microcomputer and video technology can help students develop the skills, the knowledge, and the confidence necessary to function effectively in todays complex society. However, we also emphasize that technology by itself cannot solve the problems facing instruction; it has to be used effectively. In order to use technology effectively, information must be gathered from the study of cognition, instruction and culture. Throughout this article our discussions of technology will be related to the research literature in these areas.

An Evaluation of a Level-One Instructional Videodisc Program:

In this project, a Level 1 videodisc program called “Mastering Fractions” was evaluated. The evaluation was conducted in two parts. Part 1 was a controlled study that compared the “Mastering Fractions” program to a more traditional fractions curriculum while controlling for any novelty effect of the videodisc medium. Part 2 of the evaluation was a descriptive study that examined the use of “Mastering Fractions” in non-experimentally controlled classroom environments. The results of the evaluation indicated that the use of the “Mastering Fractions” program resulted in significant gains in fraction skills and computations. Further, it was concluded that the achievement gains found in the study were attributed to the instructional content of the “Mastering Fractions” program and not to the novelty of the videodisc medium. Finally, it was found that even though the program had a positive effect on student achievement, the effectiveness of “Mastering Fractions,” like other instructional programs, is somewhat dependent upon the commitment and quality of the teacher using the materials.

Hypermedia in Science and Mathematics: Applications in Teacher Education, Problem Solving and Student Testing.

A review of selected hypermedia applications in teacher education, problem solving, and student testing is presented. In science teacher education, hypermedia provides opportunities for preservice teachers to gain an indepth view of classroom episodes, analyze models of instruction such as discovery learning, and contrast effective and ineffective instructional strategies. Reported outcomes include significant differences in student-centered instruction, mostly in favor of the video groups among student teachers, and in favor of the baseline groups among practicum students. Also, significant improvements were reported for student teachers over practicum students in most paired observation ratings. In mathematics problem solving, hypermedia provides an environment for anchoring instruction in video-based macrocontexts for students to gain control over the problem situation, and helps to improve student ability to solve complex problems. In student testing, the role of the hypermedia is only emerging. The hypermedia seems to provide a convenient tool for developing and administering science tests with outcomes such as increased achievement levels, correctness, number of attempts, and time-on-task. More research is needed before establishing hypermedia as a viable tool for testing in science.

Multimedia Environments for Enhancing Science Instruction

The Scientists-in-Action series is a multimedia environment for anchoring science instruction in meaningful contexts. Video anchors are designed according to research-based design principles and used in classroom contexts with adolescents. In two experiments, students who worked with an episode about a chemical spill showed gains in content knowledge and more positive attitudes toward science and scientists than did students who did not see the episode.

The Mars Mission Challenge: A Generative, Problem-Solving School Science Environment

The Mars Mission Challenge is an extension of the anchored instruction approach (Cognition & Technology Group at Vanderbilt, 1990; in press) that is designed to motivate and prime students to think about and attempt to solve the scientific problems associated with sending women and men to Mars. The theoretical background of the project and some initial empirical data on the project are reported.

A compilation of ideas: Reactions to and comments on issues presented at the planning the school of the future conference

The introduction of the microcomputer into the school learning environment has changed and will continue to change the nature of education. Yet, although many schools and school systems have purchased microcomputer equipment, the most effective ways for using the equipment to improve the learning environment are not yet developed. In order to do so, changes will have to occur in every facet of education. School boards and superintendents will be forced to change their concept of the learning environment. Central office personnel and principals will need to establish new techniques and procedures. Teachers will have to learn to use a new tool. Students will need to change their study habits