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ERIC Number: ED250175
Record Type: RIE
Publication Date: 1984
Reference Count: 0
Policy Issues in Computer Education. Assessing the Cognitive Consequences of Computer Environments for Learning (ACCCEL).
This paper analyzes the capabilities of the computer learning environment identified by the Assessing the Cognitive Consequences of Computer Environments for Learning (ACCCEL) Project, augments the analysis with experimental work, and discusses how schools can implement policies which provide for the maximum potential of computers. The ACCCEL project spent 2 years in over 25 junior high school sites and: (1) identified and explored features of the computer environment which enhance higher congitive skills; (2) gained a clear sense of student deficiencies in the skills needed to master formal systems (the cyclical procedural skills of planning, testing, and debugging); (3) developed a model of autonomous learning which follows this procedural skills cycle; (4) performed an in-depth analysis of student interaction with the problem-solving software game "Rocky's Boots"; (5) worked closely with classroom teachers to discover their needs and concerns regarding curricula which integrate software; (6) developed software and curricula to emphasize higher cognitive skills during programming instruction; and (7) characterized which students profit from different computer learning environments. Policy implications discussed focus on fostering basic and higher cognitive skills, providing dynamic support for teachers, maximizing teacher effectiveness, and motivating students. (JN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: California Univ., Berkeley. Lawrence Hall of Science.
Identifiers: Computer Uses in Education
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April, 1984).