Computer Usages

Sam Lucas conducted a study to measure computer utilization in selected high schools of Middle Tennessee. Anayses of the data from the 28 usable questionnaires returned indicate that:

·         There were 23,280 students in grades 9-12 enrolled in the responding schools.

·         The total number of computers in the 28 schools was 340.

·         Radio Shack and Apple were the principal manufacturers (84.5%) of school-owned computers.

·         A mean of 12.5 computers per school and a mean of 831 students per school resulted in a computer to student ratio of 0.0150 to 1.

·         Most schools used a combination of acquisition practices for computers.

·         Mathemathics courses most frequently involved computers in the instructional process.

·         23 of the responding schools used their computers most frequently in classroom situations.

·         68% of schools had computer programming classes.

·         17% of the school improved in the quality of instructions as a result of computer use.

·         the computer ranked fourth—behind textbooks, the chalkboard, and the overhead projector – as an effective instructional tool.

Baird & Rowsey conducted a study on secondary science teacher needs.  The study revealed that, of the nearly 800 respondents, 70% wished to know more about using computers to deliver science instruction, 64% to manage instruction, and 60% to use a test item data bank.  (Baird & Rowsey, 1989).

The most widely used application appears to be wordprocessing. A small number of teachers are using computer to produce items such as crossword puzzles, word searches, posters, signs , and diagrams to support instructional activities (Morse, 1991)

Students are increasingly being introduced to computer database searching at schools. Many high schools subscribe to databases on CD-ROM (compact disk, read-only memory). In addition, modems are used to access university and government databases at remote locations. Such databases range from libraries’ online catalogs to scientific data being gathered from spacecraft and satellites. (Morse, 1991)

Positive Effects of Computers

Higher achievement and more positive attitudes were observed in a high school biology course that was “computer loaded” (Hounshell & Hill, 1989)

Scientific reasoning skills were found to be enhanced using a microcomputer-based curriculum (Friedler, Nachmias, & Songer, 1989).

Students improve linguistically and academically when given access to problem solving, word processing, and communications software, particularly when such software is used in collaborative tasks (Kleifgen, 1989).

Other Effects and Studies

Pychyl, Clarke, & Abarbanel did a study with 19 high school students on collaborative learning using computer-mediated communications on the web.  They found that the Web environment was effective for small-group work. Also, the inherent structure of the medium as a “web” facilitated group work by providing the following:

·         Clear demarcations of the individual group members’ contributions

·         A structure for group members’ participation

·         Easy access to group members’ contributions

·         Person work space for group members

·         Consistent and commensurable resources for each group member (p, 141).

Writing together on a word processor engenders both spoken and written languages, with each mode of communication enriching the other. Teachers and students talk about the text that they are drafting and revising. At the same time, the words and phrases displayed on the monitor are incorporated into their discussions (Kleifgen, 1989).

“The rate at which computers will be used to enhance education, in science and in other fields, depends mainly upon state and national monetary commitment, followed by the willingness of individual schools to provide good in-service programs” (Morse, 1999).

Inequities in school computer use result from some of the following factors:

·         Unequal access to computers in the home

·         Limited amount of approaches to teaching for teachers.

·         Limited access in ethnic and language minority schools

·         Limited access and applicability for female students (Kleifgen, 1989).

References

Friedler, Y., Nachmias, R., & Songer, N. (1989, January). Teaching scientific reasoning skills: A case study

               of a microcomputer-based curriculum. School Science and Mathematics, 89(1), 272-84. EJ 389 530.

Hournshell, P.B., & Hill, S.R. (1989, September). The microcomputer and achievement and attitudes in high  

               school biology. Journal of Research in Science Teaching, 26(6), 543-49. EJ 401 364.

Kliefgun, J. (1989, February). Talk, text, and computers. Paper presented at the tenth

annual ethnography in Education Research Forum, University of Pennsylvania, Philadelphia.

Kliefgen, J. (1989, August). Computers and Opportunities for Literacy Development. ERIC/CUE

Disgest No.54. New York: ERIC Clearinghouse on

Urban Education.

Lucas, Sam. November, 1985). Computer Utilization in Middle Tennessee High Schools. Paper

presented at the Annual Meeting of the Mid-South Educational Research Association.

Morse, Ronald H. (1991, April). Computer Uses in Secondary Science Eduation. ERIC Digest.

New York: ERIC Clearinghouse on

Information Resources, Syracuse.

Pychyl, Clarke, & Abarbanel. (1999). Computer-Mediated Group Projects: Facilitating

Collaborative Learning with the World Wide Web. Teaching of Psychology v 26 n2 p

138-141.

   Compiled by Cong Ly, October 2002

      EIPT, University of Oklahoma