ERIC Number: ED273556
Record Type: RIE
Publication Date: 1985-Oct
Reference Count: 0
Computers as Teaching Tools: Some Examples and Guidelines.
Beins, Bernard C.
The use of computers in the classroom has been touted as an important innovation in education. This article features some recently developed software for use in teaching psychology and different approaches to classroom computer use. Uses of software packages for psychological research designs are included as are applications and limitations of computerized teaching tools. Advantages and disadvantages of word processing and statistics packages are described, and applications and recommendations for software use are presented. Two software programs which were specifically designed for instruction are reviewed. Psychworld, written for an introductory psychology class, is a fourteen set package involving a combination of graphics and text. Basic Electrophysiology is a home grown program for advanced students, consisting of a series of programs aimed at teaching the student how nerve action potential occurs. Basic Electrophysiology is to be used on an individual basis, whereas some Psychworld modules could be used for large audiences. Since many people are developing excellent software but not marketing it, a Clearinghouse for Teaching/Learning Activities in Psychology has been established at the University of Southern Indiana (Evansville) to encourage the use of computer-oriented teaching aids. Using software for teaching and learning processes requires the instructor to assess student needs and software quality. Increasingly student needs and wants can be met by appropriate hardware and software. Figures from Basic Electrophysiology, a listing of areas of psychology software developed for personal use, and an appendix which list programs written as teaching tools are included. (APG)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Based on a paper presented at the Annual Mid-America Conference for Teachers of Psychology (2nd, Evansville, IN, October 18-19, 1985).