ERIC Number: ED343565
Record Type: RIE
Publication Date: 1991
Student-Teacher Interactions in Computer Settings: A Naturalistic Inquiry.
Bradley, Mary Jane; Morrison, Gary R.
The availability of inexpensive microcomputers has made it practical for almost all classrooms to have one or more computers for student and teacher use. During the past 10 years, elementary and secondary schools have experienced a growing investment in microcomputer technology for instructional uses. However, the impact of microcomputers on the classroom environment as well as on the teaching and learning processes has not yet been fully documented. Promises of improved teaching and learning conditions and educational advantages, such as increased student motivation, individualized learning, tutoring, and freeing teachers to devote more time to direct instruction, have accompanied the installation of microcomputers in classrooms, but have not been proven effective. Instructional uses of microcomputers vary sharply by grade level and also according to where computers are located in the school buildings. A large percent of computers are placed in laboratory settings rather than classrooms. A survey of teacher and student attitudes in both a sixth grade computer lab and a classroom setting reveals that technology has an impact upon the organization of the classroom by reorganizing classroom interaction. Teachers give assistance to noncomputing students, allowing computing students to work independently. Laboratory settings had more interactions at a higher level than classrooms. and lab teachers displayed more types of interactions at higher percentages of frequency. Teacher and student perceptions of the usefulness of a computer as an instructional tool were similar. (33 references) (Author/DB)
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Authoring Institution: N/A