ERIC Number: ED265823
Record Type: RIE
Publication Date: 1985
Reference Count: 0
Research Issues in Computer-Assisted Learning Environments.
MacGregor, S. Kim
This review of the research on concerns associated with the use of computers in school learning environments focuses primarily on issues related to the impact of computer technology on equity, especially the reasons for differential use of computers by boys and girls and the effects of economic disparities among schools and students; differences in philosophy of school management; differential use of computers by students with different cognitive ability (especially as related to the learning condition of locus of control); location of computers in schools; and the practice of using computers as a reinforcement for academic behavior. The effects of computer use on the social patterns of students, motivation, and the role and attitudes of teachers are also discussed. It is suggested that further research is needed to consider the effects of computer-student ratios, location and arrangement of computer-based learning environments, the design features of instructional hardware and software, and inservice teacher training models used to facilitate the implementation of the technology. It is pointed out that both qualitative and quantitative research designs are needed to provide information about the processes related to the use of computers in the learning environments and the immediate effects of computer-based learning on students. A list of references is provided. (JB)
Descriptors: Academic Achievement, Classroom Environment, Computer Assisted Instruction, Computer Software, Elementary Secondary Education, Equal Education, Equal Facilities, Inservice Teacher Education, Instructional Innovation, Microcomputers, Sex Discrimination, Sex Stereotypes, Social Environment, Student Motivation, Teacher Attitudes, Teacher Role
Publication Type: Information Analyses; Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 31-April 4, 1985).