Microcomputers in psychology laboratory courses

Abstract

The implementation of a microcomputer-based laboratory curriculum is described and ana­ lyzed in terms of general guidelines for introducing computer-based instruction. Procedures are suggested for analyzing need, choosing a system, and implementing the project. Pedagogical considerations arising from the use of computer technology are also discussed. In 1981, the Barnard psychology department intro­ duced computers into its curriculum. In this paper, we describe our instructional use of computers and some of the issues that arose during implementation of this pro­ ject. This information should provide a useful framework for departments beginning to integrate computers into their instructional technology. We briefly describe (1) the general needs and benefits that encourage funding and development of computer-based laboratory courses; (2) the factors to consider in choosing hardware and designing physical space for computers; (3) a program for implementing computer-based instruction; (4) the functional uses of computers in the curriculum; and (5) some of the pedagogical issues that are raised by computer usage.