ERIC Number: ED240498
Record Type: RIE
Publication Date: 1983-Jun
Ideas for Reading and Writing Courseware: Needs and Development Opportunities for Educational Computer Software in Reading, Writing, and Communication Skills. Executive Summary.
Russ-Eft, Darlene F.; McLaughlin, Donald H.
More effective reading, writing, and communication courseware can be promoted through clearer guidelines in courseware development, stronger incentives for courseware developers, and greater motivation for teachers to seek out and use the courseware. In reading and writing, software guidelines must reflect traditional instructional objectives--or functional domains--needed information processing skills, and courseware implications. Incentives for developers include assurance of a large and stable educational market and more effective measures to control software piracy. Teacher resistance, a major obstacle to the successful implementation of computer assisted instruction, can be countered through improved teacher training, inclusion of positive teacher roles in the lessons, user friendly materials, and the establishment of courseware evaluation standards. Recommendations for software developers, schools, and state and federal policy makers include creating computer literacy standards in preservice teacher education; establishing local teams of teachers, programmers, publishers, and researchers to generate high quality courseware; and promoting strong school positions against software piracy. (MM)
Descriptors: Academic Standards, Communication Skills, Computer Assisted Instruction, Computer Programs, Cooperation, Educational Innovation, Educational Objectives, Evaluation Criteria, Incentives, Program Development, Reading Instruction, Reading Skills, School Business Relationship, Speech Communication, Teacher Role, Writing Instruction, Writing Skills
Publication Type: Opinion Papers; Information Analyses; Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.
Note: For the full report, see CS 007 428.