Effects of Computer Technology as a Teaching Method

cause of Using Instructional Technology in Colleges and Universities What Controlled Evaluation Studies Say. This report and connect issue briefs ar available at 2003 SRI International primaeval studies of soundness By 1991, this authors research team at Michigan had carried out meta-analyses of findings from 121 tick offled studies of teaching in colleges and universities (J. Kulik et al. , 1980 C.Kulik & Kulik, 1986 C. Kulik & Kulik, 1991). The studies contained heads from a variety of computing device applications in a itemise of different disciplines. Among the 121 studies were a substantial bod on calculating machine busials and electronic figurer pretensions in knowledge. The results from these archean studies furnish a good standard for gauging recent contri plainlyions of tutorials and simulations to intelligence teaching, and be therefore go offed here. Listed in the 1986 and 1991 reviews were execution imprint sizes from 37 studies of electronic computer tutoring in college courses.Results of these studies favored the computer-tutored assimilators by a weeny amount. In 26 of the 37 studies, the tutorial sort out outperformed the control class in the remaining 11 studies, the control gathering scores were higher. The consequence sizes in the 37 studies were between 1. 20 and 1. 25. The average(a) emergence size was 0. 15. This imprint is non heroic enough to be subscribeed fosterageally meaningful. It insinuates that computer-tutored educatees would perform at the 56th partile on relevant achievement tests, whereas conventionally taught pupils would performat the 50th percentile.Results of computer tutoring in erudition courses were similar to results in nonscience areas. These reviews in any case contained findings from 13 studies of computer simulations in science. Results of these studies were favorable to the conclaves that worked with the computer simulations. In 11 of the 13 studies, the simulatio n group outperformed the control group, but in the remaining studies, the control group outscored the simulation group. The feeling sizes in the 13 studies were between 0. 14 and 1. 27. The median effect size was 0. 25. Effect sizes of 0. 25 and over are usually considered to be educationally meaningful.By this standard, the effect of computer simulations are just large enough to be judged as educationally meaningful. An effect size of 0. 25 suggests that assimilators who worked with simulations would perform at the 60percentile on relevant achievement tests, whereas conventionally taught assimilators would perform at the 50th percentile. calculating machine tutoring septetteer studies of computer tutorials from the nineties were identified for this literature review. The studies examined cardinal kinds of instructional outcomes learner achievement and student attitudes (Table 7).Effects of computer tutorials on both outcomes were mixed. Large or moderate official effects . The effects of computer tutoring were large and positive in two studies (Kitz & Thorpe, 1995 Vitale & Romance, 1992). both of these studies examined military capability of videodisc bundle from Systems Impact Corporation. expiration It is dupe that computers can contribute substantially to the improvement of college teaching. Evaluation studies of the noncurrent decade usually found that college courses taught with computer help were more(prenominal) effective than similar courses taught without much(prenominal) help.These recent studies produced far more favorable results than did studies of the 1960s, 1970s, and 1980s. In 119 studies carried out between 1967 and 1986, the median effect of instructional engine room was to provoke scores on examinations by 0. 30 standard deviations (C. Kulik & Kulik, 1986, 1991). In the 46 more recent studies reviewed in this report, the average effect of instructional engineering science was to raise student scores by 0. 46 standard d eviations. Both gains are large enough to be considered educationally meaningful, but a gain of 0. 46 standard deviations on achievement tests is cl beforehand(predicate) a more important gain.There were clues in the earlier reviews that computer applications were becoming more and more effective as the years rolled on, but early reviewers did not chart the change in evaluation results over clip (e. g. , C. Kulik & Kulik, 1986, 1991). Now, the time trend is impossible to ignore. Analysis of results in the earlier reviews shows that the median effect size was 0. 13 in 5 evaluation studies of instructional technology published during the 1960s, 0. 22 in 85 studies published during the 1970s, and 0. 35 in 35 studies published during the 1980s.This review found a median effect size of 0. 46 in 46 studies published during the 1990s. In early(a) words, computer-based teaching was as believably to shortchange college students as to help them in the early years of the computer revolutio n, but todays students are probably to gain substantial educational attains when their teachers incorporate instructional technology into their courses. The effectiveness of computer applications in college courses is not restricted to a single area. This review shows that computers oblige made conception-shattering contributions to a variety of instructional areas.Computer contributions were clear in mathematics courses, where computers are being apply as algebra and squeezeion tools in science courses, where older computer applications such as tutoring and simulation programs are being utilize along with such newer applications as computer animations and in the field of language encyclopedism, where a diversity of computer onslaughtes are now being tried. Of all the results reviewed in this report, the most notable came from studies of computer and calculator use in algebra and chalkst cardinal courses. Twelve studies focused on this topic. Six of the 12 studies took beam in algebra courses.The remaining half-dozen studies took place in calculus courses. In each of the studies, data-based group students used computers or graphing calculators bit doing coursework, whereas control group students completed their coursework without victimization such tools. In the typical study, computer and calculator use raised student scores on tests of conceptual understanding a total of 0. 88 standard deviations. This means that students who used computers and graphing calculators while studying algebra and calculus scored 0. 88 standard deviation units higher on conceptual tests than did students in the control group.If control group students scored at the 50th percentile on a conceptual test, scores of students victimisation computers or calculators would be at the eightieth percentile or above. Evaluations of educational innovations rarely report average effect sizes this high. 40 Results on computational exams, on the other hand, were strongly influenced by the conditions under which the exams were taken. In studies in which observational group students were permitted to use computers or calculators on final exams, they outscored control group students by a large amount on computational items.In studies in which neither the experimental group nor the control group was allowed to use computers and calculators on final exams, students in the experimental group performed computations about as well as students who learned in more traditional classes. Overall, these studies suggest that students who used calculators and computer tools when acquirement algebra and calculus did not suffer in their ability to solve computational problems with wallpaper and pencil alone. Finally, a review of study results did not yield each definite determinations about the effects of computer and calculator use on student attitudes toward mathematics.In two studies, mathematics attitudes were clearly higher in the experimental groups, but in three oth er studies, mathematics attitudes were not significantly different in the experimental and control groups. No definite conclusion about computer and calculator effects on attitudes can be drawn from such conflicting results. Studies of computer effects on science learning examined both older and newer instructional approaches. The two older approaches allay being evaluated during the 1990s were computer tutoring and computer simulations.The newer approach that was extensively evaluated during the 1990s was computer animation. Reviewed in this report were 7 studies of tutoring, 11 studies of simulations, and 9 studies of animations. The sevener studies of tutorial instruction examined two kinds of instructional outcomes student achievement and student attitudes. Effects of computer tutorials on student achievement were mixed. Four of the six studies of student learning account significant positive effects of tutoring, and two studies inform trivial effects. The median effect siz e in the studies was 0. 33. tutorial effects on attitudes were likewise mixed.One study reported strong positive effects of computer tutoring on student attitudes one study reported a strong negative effect and one study reported a nonsignificant positive effect. Eleven studies of computer simulations in science also presented a somewhat mixed picture of effectiveness. In 7 of the 11 studies, effects were large enough to be considered statistically significant and educationally meaningful, but in 2 other studies computer results were nonsignificant and in the remaining 2 studies results were significant and negative. Median effect size in the 11 studies from the past decade was 0. 9. While the most likely outcome of using simulations in teaching was an augment in student test performance, using simulations could also shoot a negative effect or no effect at all on student test scores. The studies suggest that computer simulations can be valuable tools for teachers, but teachers mus t use some care in deciding on how to use simulations and which simulations to use. Computer animation is the most recent addition to the science teachers toolkit, but this instructional innovation has already compiled a record of strong contributions to science instruction.In each of nine studies of computer animations, the group that viewed the animations outscored the control group, but the effects differed in size from small to large. In seven of the nine studies, the improvement was large enough to be considered educationally meaningful. The remaining two studies reported positive effects of animations, but the effects were not large enough to be considered practically important. The median effect of computer animations in the nine studies was to increase student scores on science tests by 0. 8 standard deviations. As a group, therefore, these studies suggest that animations can help students substantially in their attempts to understand scientific phenomena. Computer searches yielded a total of only seven controlled quantitative evaluations of computer- hanged language learning (CALL), and these studies were extremely varied in focus. 41 Each of the studies examined its own approach to improving language instruction with technology, and so the studies do not provide a sound basis for conclusions about CALL effects.Several years ago, Miech and his colleagues detect that the area of CALL lacks an agreedupon research agenda (Miech et al. , 1996). Their point seems to be as valid todayas it was when they first made it. Diverse though evaluations of CALL whitethorn be, they have yielded enough strong positive results to encourage CALL enthusiasts. In each of seven evaluations, CALL had at least a small positive effect on instructional outcomes, and in five of the seven studies, CALL effects were large enough to be considered educationally meaningful.The median effect of a CALL program in the seven studies was an increase in language test scores of 0. 60 stan dard deviations. This is a moderate to large improvement in student performance, equivalent to a jump in scores from the 50th to the 73rd percentile. These results suggest that a number of approaches to CALL may have positive results on student learning. Although the conglomerate approaches still need in- judgment examination, the future of CALL appears to be promising. Overall, computer-based teaching approaches have come a long way during the last four decades.Originally to the highest degree a hindrance to learning, computer-based instruction is now an important ingredient in many successful college courses. The growing effectiveness of instructional technology in college programs should not come as a great surprise. Computers have improve dramatically during the last three decades. They are faster, friendlier, and vastly more civilise in their operations than they were 35 years ago. In addition, many educators have become sophisticated designers of instructional software, an d most college students have become practiced users of computing technology.Recent evaluation studies suggest that instructional technology can grow in this climate and that computerswhich have transformed society in so many waysare also making college teaching more effective. The Effects of Computer Assisted operating instructions in article of faith & reading in Primary Education By Kara Schmidt, eHow Contributor Computer-assisted instruction provides another(prenominal) avenue to academic success. Computer-assisted instruction offers teachers and students another avenue to learn the indispensable academic material. Educational computer programs are available online, at computer stores or finished textbook companies.Stick with programs that are user-friendly and hold your students attention. energise real the programs are at the correct grade level. Decide if you want the computer program to supplement your lesson, practice basic aptitudes, or assist in teaching a new co ncept and make sure it does just that. 1. Student Benefits Computer-assisted instruction provides differentiated lessons for varied levels of learning, including students with disabilities and gifted students. Students are able to work at their own pace while receiving here and now feedback which enables them to self correct before moving on to the next skill.If a student answers incorrectly, the computer programs allow provide instructions to assist the student in correcting their work. The programs are interactive and students can work individually or in groups. This allows them to compete with their individual scores or the scores of the students inside their group. Students also gain valuable computer skills which will continue to benefit them throughout life. 2. Teacher Benefits Teachers are better able to track their students strengths and weaknesses through computer-assisted learning. Computer programs can grow the essons and allow teachers to pick different levels of a pr ogram or different programs altogether for students who may be stern or students who are advanced. When students are learning and actively involved with learning, teachers will have less behavior problems in the classroom which in convolute sets up a cycle for more learning to take place. Computer-assisted learning benefits teachers by allowing them to work with small groups of children on a particular skill while the other students in the class are working on their computer program.The nature of the program allows the students to work independently minimizing distraction to the teacher while she works with the other students. Disadvantages Computer programs can evaluate students hand on many levels although it is the teachers responsibility to make sure students develop small thinking skills which are essential to solve problems encountered throughout life. Too much time spent learning through computer programs can also reduce time students spend interacting with each other and their teacher. This can result in less time for learning appropriate social skills.Computer-assisted learning can be a great asset to the classroom and course as long as they are not overused. Too much of any mode of teaching can lead to boredom and thwarting in the students. Use good judgment and find computer programs that enhance the learning process. Sponsored Links * Bulk EmailFree Trialwww. iContact. com Email merchandise to fit your needs. Start a Free 30-Day Trial Today. * Educational Technologywww. met. ubc. ca International Masters Program 100% Online Apply Now * The Knowledge Engineerstheknowledgeengineers. om/ direct digital training company, accelerate your digital knowledge * Search Cebu hotelsAgoda. com/Cebu_Hotels blinking confirmation. Trust Agoda. Save up to 75% Dont miss out think Searches * Teaching Students * Teaching Career * Computer Technology * Video Teaching * Learning Online Read moreThe Effects of Computer Assisted Instructions in Teaching & Learn ing in Primary Education eHow. comhttp//www. ehow. com/list_7408273_effects-teaching-learning-primary-education. hypertext mark-up languageixzz1qFW4xJoO Brief History of Computers in EducationComputers and related technologies are now in most of the schools in all around theworld. Advancements in technology are inevitably reflected in educational systems. In most of the developed countries education has been penetrated by informationtechnologies (IT) schools have computers, a large numbers of teachers usecomputers and new technologies while teaching, and moreover textbooks have someparts devoted to newtechnologies. New technologies are compound into disciplines and more disciplines are beinginfluenced by the new technologies in an integrated way.Most of the educators andresearchers try to use technologies in various subject matters, and this integrationchanges the nature, concepts and methods of work in each subject. For manikin, inmathematics education, the way of teaching and learning, the positions and functions ofthe most concepts have changed with the use oftechnology. 19Although the wide-spread liaison in computers as an instructional tool did not occuruntil the 1980s, computers were first used in education and training at a much earlierdate.Much of the early work which computers introduced in education was done inthe 1950s by researchers at IBM, who developed the first Computer AssistedInstruction (CAI) author language and designed one of the first CAI programs to beused in public schools. Students followed the commands on the computer screenreceiving rewards for correct answers at heart the framework of behavioristapproaches. In 1959, PLATO, the first large-scale project for the use of computers ineducation was implement by Donald Bitier at the University of Illinois (Carter,2003).Atkinson and Suppes (1959) work led to some earliest applications ofcomputers at both the public school and university levels during the 1960s. By theearly 1980s many educators were attracted to microcomputers because they wererelatively inexpensive, compact enough for desktop use, and could perform many ofthe functions performed by the large computers that had preceded them. The controlling use of computer-based instruction in the 1980s was typified by theemploy of behavioral-based branching software that based greatly on drill-andpractice to teach programmed content and/or skills.Theeducational software that ranon the computers of the early 1980s were at first based on Skinners methods ofbranching first separating into small sections, rewarding have responses, andteaching disconnected facts. Although the learning is passive where learners do notwork together with problems and content, research studies assign that learner didadvantage from the technology when the learning objectives were behavioral. During the 1990s, computers eventually started to have a study impact oninstructional practices in schools.With the help of advances in technol ogy andlearning, science researchers consider learning with technology as means forconstruction problem-solving skills and for achieving learner independence. Thecognitive approach to instructional technology emphasized looking at how we knowrather than how we respond, and analyzing how we plan and strategize our thinking,remembering, understanding, and communicating (Saettler, 1990, cited inhttp//www. ncrel. org/ tplan/cbtl/toc. htm,2003). Besides,studentswouldalsotolearn through playing games and simple simulations with the help of cognitive 20school of thought.The worth of using a word processor has been discovered bywriting teachers and almost immediately students were using the advantages of wordprocessor by writing, deleting, formatting and revising with effortlessness. Othersubject matter teachers perceived the importance of the computer in creating a richlearning environment by using databases, spreadsheets, presentation, and researchtools. Since 1995, rapid advances in comp uter and other digital technology, as wellas the Internet, have led to a rapidly increasing interest in and use of these media forinstructional purposes (Reiser, 2001).Swiftly there was a volume of informationobtainable to students with a network of people all through the world that improvedcommunication and the exchange of thoughts. Additionally, distance educationcourses are offered and in this way students in geographically isolated schools haveextended learning opportunities in a diversity ofsubject areas. For example in UnitedNations, Kalu (2006) states the proportion of instructional rooms with Internetaccess increased from 51 percent in 1998 to 93 percent in 2003 (p. 3). Theoreticalexplanations could now be demonstrate and manipulated with the help oftechnology innovations.A complete innovative learning environment becamepossible. Since the approach of the personal computers in the mid 1980s, computers have rapidlybecome one of the key instructional technologies used in both formal and informaleducation. The computers role has changed because of two factors first, it canprovide rich learning experiences for students and secondly, computer givingstudents the power to manipulate depth and way of their learning. Furthermore,teachers can use the computer as an aid to grip classroom activities it has amultitude of roles to play in the curriculum which can range from tutor to studenttools.