Computer Technology for Teaching and Research on Instruction

Abstract

This chapter is concerned primarily with on-line use of computers by students to further individual learning, by teachers to supervise instruction, by authors to prepare self-instructional material or learning exercises, and by researchers to study the optimization of learning. Typically the users converse with the computer through direct connection of electric typewriters, film projectors, audio devices, electronic display screens, and pointers. The time span of this review is from January 1964 through June 1967 with some important articles of earlier publication date included. Not all relevant publications are included, but some sources for current bibliography and summary follow. Items which have already appeared in the REVIEW OF EDUCATIONAL RESEARCH are not listed again, and special attention is called to the recent chapter by Hansen (1966). Gentile (1967) reviewed tutorial uses of computers with special attention to effectiveness, efficiency, and individual differences. Hickey and Newton (1967) surveyed applications, major installations, and research studies drawn from the Entelek (Newburyport, Massachusetts) indexing and abstracting service. Gerard (1965) has presented an encouraging analysis of costs and benefits for computer technology in the educational process and establishment. Adams (1965) and Zinn (1967a) described various functions for computeraided systems. Silvern and Silvern (1966) have discussed the roles of teacher, instructional programmer, computer programmer, and systems programmer in computer-assisted instruction (CAI) as an extension of programed instruction. Seidel (1967) considered computers in programed learning. Uttal (in press) emphasized simulation of a teacher-student tutorial dialogue and recommended more attention to a generative type of teaching machine. Conference records are a source of information (Brown, Miller, and Keenan, 1967; Bushnell and Allen, 1967; Commission on College Physics, 1966; Gerard, 1967). A handbook (Goodman, 1965) and a KWIC index with abstracts (Engel, 1967) are available. The literature shows much variety in systems design, terminal capabilities, learning strategies, research hypotheses, and instructional purposes and materials. Variety and change are characteristic of the development of this new technology, and summary and evaluation are therefore difficult. .Six topics have been selected to structure this review: (a) modes of computer assistance for the student, (b) strategies for computer-based learning situations, (c) computer aids for instructional management, (d) computer-