ImpacT2 project: preliminary study 1: establishing the relationship between networked technology and attainment

This report explored teaching practices, beliefs and teaching styles and their influences on ICT use and implementation by pupils. Additional factors explored included the value of school and LEA policies and teacher competence in the use of ICT in classroom settings. ImpaCT2 was a major longitudinal study (1999-2002) involving 60 schools in England, its aims were to: identify the impact of networked technologies on the school and out-of-school environment; determine whether or not this impact affected the educational attainment of pupils aged 816 years (at Key Stages 2, 3, and 4); and provide information that would assist in the formation of national, local and school policies on the deployment of IC

Computer education: new perspectives

Computer technologies were introduced into educational contexts over two decades ago and while there is some argument about the extent to which computers have realised their potential, they have undoubtedly had a significant impact on education. A look into any school will reveal computers being used widely by clerical staff, teachers and children. It is clear that computers are here to stay, but it is less clear as to how effectively they are being used in the learning process. Teachers not only need to use computers but they need to use them well, and in order to do this they must understand what computer technology can offer and the ways in which such technology can be used in teaching and learning

The role of ICT in teacher education. The development of web pages by project method

This paper is a description of an in-service teacher training experience that used ICT to develop a project that involved teachers (nursery and primary) and also children, parents and other members of the educational community. Its aim was to build an Internet site that would give information about school life. It's an open web space where teachers, parents and students can express and share their ideals and activities. This project is still in progress and is being developed in three interconnected phases: conception, development and evaluation. The most important issue to relate is that the technical or instrumental learning is dependent on the ideas and purposes of teachers, students and parents. We believe that when we talk about ICT in schools and also in teacher education we shouldn't only be concerned with the 'means', that is to say, how to introduce computers or how to use a word processor and Internet resources, but also with the 'ends'. Only when we question the ends do we begin to pay attention to what we do, that is, to construct a story that is worth telling " ... to tell that we are merely tools makers (and tools users) is to miss the entire narrative aim? We are world's makers and world's weavers" (Postman, 2002, p. 108)

Learning with personal computers: issues, observations and perspectives

The empirical study discussed in this book was conducted in the Sunrise classrooms at Coombabah State School, Queensland in 1991-92, in which each student had their own laptop computer. Part I provides a theoretical framework for learning and teaching with computers. Part II deals with issues relating to the acquisition of computer literacy. Part III describes the empirical study conducted with 115 Year 6 and Year 7 students, and Part IV deals with issues relating to the professional development of teachers who teach students with computers and with the evaluation of computer software by teachers

Aspects of microcomputers in mathematical education

This work covers a number of aspects of the use of computers in Mathematics. They range from uses of software through programming for pupils to practical considerations for the classroom. Chapter One looks briefly at the aims of education in general and Mathematics in particular. There is further consideration given to how computers can help with especial reference to the aims of HMI. Chapter Two poses arguments in favour of teaching programming skills. In the third chapter there is a brief discussion about which language would be suitable for teaching purposes. Having suggested Logo, there is a brief history and description of this language before considering some criticisms. The final part of chapter three deals with the practicalities of use in the classroom and chapter four looks more generally at the uses of software in the classroom. The final chapter considers the way ahead for computers in the classroom. There is especial reference to financial and temporal needs. The two appendices give more details regarding the personal experiences used in chapter three in particular

A Study of the Influence of Logo on Locus of Control, Attitudes toward Mathematics, and Problem-Solving Ability in Children in Grades 4, 5, 6

This study was designed to determine the influence of the Logo computer environment on locus of control, attitudes toward mathematics, and problem-solving ability. An experimental design was employed to test whether students in grades 4, 5, 6 who studied Logo showed more positive attitudes toward mathematics and scored higher on locus of control measures than a control group. The intact non-equivalent control group design was employed. The experimental group of 174 youngsters studied Logo for 12 weeks. Ninety-eight youngsters comprised the control group. Differences between groups pre and post Logo training were tested using two instruments, A Study of Attitude toward Arithmetic and the Intellectual Achievement Responsibility Questionnaire. Interactions of pretest and posttest scores with group, sex and grade were examined using analyses of variances (ANOVAS); pretest and posttest differences were tested within various group, sex and grade level combinations. Logical thinking and problem solving skills of youngsters who studied Logo were examined separately with several observational data gathering methods. There were significant (p \u3c .01) test-retest differences in attitudes toward arithmetic between groups by sex. A subgroup analysis revealed that boys’ attitudes improved significantly after studying Logo while girls\u27 attitudes declined. No changes in attitude were shown in the control group. No significant differences were shown in locus of control measures between groups. However, a test-retest analysis revealed that boys and girls in the experimental group increased their scores. No significant differences were shown in locus of control measures between groups. However, a test-retest analysis revealed that boys and girls in the experimental group increased their scores (p \u3c. 01 and p \u3c .05, respectively) as did girls in the control group (p \u3c. 01). Boys in the control group showed no change in test-retest scores. Observational research revealed that Logo did not significantly improve problem-solving abilities even though most children enjoyed the computer and found Logo fun. Different social organizational patterns were shown between boys and girls in their willingness to spend free time on the computer and in their response to making errors. Teachers expressed reservations about how much learning actually occurred and felt that a comprehensive curriculum and more and better inservices were necessary. It is recommended that research be conducted to find ways in which Logo can be used to benefit children of both sexes

The effects of the use of the computer language logo on primary children's mathematics

This research aims to assess the extent to which LOGO influences the development of children's mathematical problem solving skills. Recent literature in the area of problem solving and mathematics teaching was studied to provide background information which would form the basis for this research. The children and teachers involved were all from schools in Cleveland where emphasis had been made of the importance of good primary practice in computing. To this end, the use of the computer language LOGO played an important role. A programme of work to encourage the children to use LOGO at their own level was designed. Children in the ten plus age range were tested using the Bristol Achievement Test and over a twelve month period, some of the children worked with LOGO and developed their own learning pattern. At the end of that time, all the children were tested again and their test scores were analysed. Their attitude towards mathematics was also evaluated using a Mathematics Attitude Questionnaire. The majority of the children who had worked with LOGO became more independent learners than their peers. They also made a significant improvement to their initial test score. Children who had worked only at the existing maths scheme, not only failed to make significant progress many had actually shown a decline in the scores they obtained

The Infiltration of the Microcomputer in Schools in England and Wales and its Mode of Usage.

This study was carried out to investigate the manner in which this technological innovation was being implemented in a cross section of schools in England and Wales. Ultimately it was to ascertain the pedagogical approach employed, and if the promised revolution in teaching and learning procedures, attributed to the use of the microcomputer in education was forthcoming. The contribution to societal needs was also investigated, and gender differences in pupil's attitude to using the microcomputer. Suitability of chosen equipment, courseware, and problems encountered were especially sought; the result of any such problems or inefficiencies could be responsible for the efficacy or otherwise of the method. Areas where further research was required were established. The thesis is not of the hypothesis testing type, but more a series of case studies. The findings are that: (a) While the pedagogical approach mainly follows the traditional method of teaching, there is developing, in some classrooms, a change in emphasis on how children are learning. (b) Some upper schools especially, are attempting to fulfil societal needs by changing the content of computer courses. (c) While a notable difference develops in the attitude of boys and girls to using computers, girls, especially in the upper schools, are becoming more interested in specific topics that are being introduced. (d) Future educational software programs need to react intelligently to pupil's requirements; the microcomputers mainly in use at present are unsuitable. Overall they have not helped the case for computer aided learning. (g) The use of the microcomputer in the classroom is increasing and staff resistance to using it is diminishing, despite a lack of evaluation as to its effectiveness. (f) Perusal of educational software reveals the lack of systematic planning at the development stage. Further research areas would be to investigate the following: the reasons for and policies to counteract gender differences, the formulation of evaluation techniques, the possibility of the use of intelligent knowledge-based systems in the classroom

Evaluation of a Logo computer curriculum for upper level elementary school students

With the proliferation of computers in the elementary schools, evaluation of computer curricula has become increasingly important. One of the purposes of this study was to test a causal model that attempted to identify factors related to upper elementary school students\u27 attitudes and performance using the computer programming language Logo. Factors considered included student entry characteristics, attitudes toward the computer experience, subjective and objective measures of achievement, as well as sex and grade. A secondary area of emphasis was the effect of sex on attitudes, experiences and performance using the Logo language. The model was operationalized using measures derived from three questionnaires and an objective test administered to students enrolled in classes in three schools were Logo was implemented;Results of this study lent empirical support to several of the hypothesized causal linkages in the model and the initial 34 indicator path model was reduced to 24 indicators. Performance on the objective test was directly related to the combined influence of entry characteristics, post-Logo attitudes and perceptions and self-evaluation which accounted for 28 percent of the variance. The contribution of sex and grade was not supported. One of the best predictors of performance on the bivariate and multivariate level was total mathematics score on the Iowa Tests of Basic Skills which increased explained variation to 39 percent despite a reduced sample size. Self-evaluation of Logo competencies was explained by the combined influence of entry characteristics and post-Logo attitudes and behaviors, which collectively accounted for 50 percent of the variance. Explanation of post-Logo attitudes and perceptions and entry characteristics were generally weak;While no differences were found between males and females on either performance measure, the study lent some support to the hypothesis of sex differences. Males tended to have more computer experience prior to Logo and their attitudes toward computers, attitudes and perceptions of the Logo experience and self-evaluation of performance were generally more positive;This was an initial attempt to identify and test factors that influence attitudes toward and performance with Logo. Future study is needed to refine the model