ERIC Number: ED393438
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
C.A.I. as a Means for Educational Justice in Primary Schools: A Greek Experience.
This study examines the effects of computer assisted instruction (CAI) on the inequalities in education among children of less privileged backgrounds. A natural science lesson was taught to 116 children at the fifth level of the Greek primary school. Subjects went to two different public schools, one of which was in a privileged area, and the other in a less privileged area. In each school, the subjects were divided into two groups; the first group had CAI sessions (Group A), while the subjects of the other group (Group B) were taught with the traditional method of using lecture and blackboard. The subjects had no previous experience with computers in class, and neither school was equipped with computers before the experiment. Results indicate that children of less privileged backgrounds profit with the standard CAI of natural sciences more than those children of more privileged backgrounds; children of less-privileged backgrounds are more easily motivated into trying something new. Four figures illustrate the experiment outcomes. (Contains 19 references.) (AEF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Verbo-Visual Literacy: Understanding and Applying New Educational Communication Media Technologies. Selected Readings from the Symposium of the International Visual Literacy Association (Delphi, Greece, June 25-29, 1993); see IR 017 742.