ERIC Number: ED021482
Record Type: Non-Journal
Publication Date: 1965-Oct-29
Reference Count: N/A
Computer-Assisted Instruction in the Schools: Potentialities, Problems, Prospects. Psychology Series. Technical Report.
Computer-assisted instruction has many potential applications, particularly at the elementary level, in the teaching of skill subjects such as mathematics, reading, and foreign languages. Since 1963 at Stanford a study has been made of programing a total curriculum for elementary mathematics, grades one through six, and for reading, grades one and two. Mathematics curricula for grades one and for half of grades two and four have been completed. Computer technology provides the only serious hope for the accommodation of individual differences in subject-matter learning; it can relieve the teachers of routine record-keeping, thus allowing them to attend to the more important tasks of trouble-shooting and instructing children who need individual attention. Finally, computers offer the chance to gather adequate amounts of research data under uniform conditions. The main problems encountered and envisaged are machine reliability, stimulus deprivation, costs of equipment, difficulty in communicating appropriate audio messages to the pupils, and, ultimately, the temptation to settle for less than the best curriculum because of programing problems. (OH)
Descriptors: Computer Assisted Instruction, Curriculum Development, Curriculum Research, Elementary School Mathematics, Elementary School Students, Experimental Curriculum, Individual Differences, Individual Instruction, Language Skills, Mathematical Logic, Mathematics Curriculum, Programed Instruction, Reading Instruction, Reading Skills, Verbal Communication
Publication Type: N/A
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.; Carnegie Corp. of New York, NY.
Authoring Institution: Stanford Univ., CA. Inst. for Mathematical Studies in Social Science.