Microcomputer Instruction Research Articles

Microcomputer Instruction in First-Year Engineering at Waterloo

During the last six years, microcomputer instruction to first-year engineering students at Waterloo has evolved to a stable format and content. Now, approximately 80% of new students have microcomputer experience. Hence, microcomputer software is demonstrated briefly in a laboratory equipped with an array of monitors and other multimedia facilities, and is followed immediately by student practice on a computer network. Students with limited experience receive additional laboratory demonstrations and personal assistance. Currently, students are introduced in the first week to the microcomputer network, and to a word processor. A brief memorandum is prepared by students to confirm their network access, and to detect students with poor writing skills. In weeks three to six, an electronic spreadsheet, graphing software, and other software are introduced. Assignments are integrated within an Introduction to Professional Engineering course. Microcomputer evaluation is based upon satisfactory completion of an engineering report, and two technical memoranda. Students acquire sufficient experience to continue self-directed learning with the assistance of full-time microcomputer consultants. Students realize that microcomputer skills are essential, both as engineering students and later, as engineering professionals, and their response has been quite favourable.

Facilitating language skills through interactive micro-computer instruction: Observations on seven children with autism

The present study investigates whether children with autism would benefit from using an interactive and child initiated microcomputer program (ALPHA) when learning to read and write. Previous research has demonstrated strong effects when used with deaf or multihandicapped children. In this study, six children with autism used a Swedish version of ALPHA for a period of 3 to 4 months. In addition, one autistic child used the U.S. version when learning English as a second language. The results indicate strong gains in reading and phonological skills for four of the children. One child displayed a mixed pattern and two children failed to show any improvement. It is concluded that interactive micro-computer instruction may be of help for children with autism, but that mental age, motivation, and overall interest in communication must be considered when planning such interventions.

Innovative technology for secondary students with learning disabilities.

During the 1980s, innovative use of technology was equated with microcomputer instruction. In the 1990s, a different kind of technology--videodisc instruction--has great potential for application in secondary special education. By examining its day-to-day use in naturalistic settings, this study builds on previous research with a specific videodisc program in fractions. Participants were seven secondary teachers of students with learning disabilities. Researchers measured the program's level of implementation, teacher reactions, and student achievement. Results were generally positive in all areas, with a surprisingly high acceptance of the program by the seven teachers.

Trends in Computer Instruction in Mechanical Engineering at the University of Waterloo Part 2: Microcomputer Instruction in First Year

Following an evaluation of undergraduate computing requirements in Mechanical Engineering at the University of Waterloo (see Part 1 of this paper), students in Mechanical Engineering were ‘strongly recommended’ to purchase their own microcomputers. To complement this recommendation, introductory lectures in microcomputer basics were presented in the autumns of 1987 and 1988 to all first-term general engineering (includes civil, computer, electrical, geological and mechanical) and chemical engineering students as part of existing courses on engineering concepts. The introduction included hands-on experience on the *WATSTAR microcomputer network during a two-hour tutorial in the first week, followed during the term by eight lectures on microcomputer hardware, selected software, and some engineering applications of microcomputers. Wordprocessor and spreadsheet software were taught in sufficient detail for students to use them for some of their course assignments. A survey of students in December 1987 indicated that the microcomputer lectures had been well received. Further, in their second term at university, students of both years exhibited a significant increase in familiarity and acceptance of microcomputers. For example, second-term computer language courses in FORTRAN and PASCAL were completed with fewer late assignments and significantly fewer failures. A further benefit to engineering students was the ability of all students to utilize more effectively microcomputer software during the first work term of their cooperative or thin sandwich program.

Microcomputer Use in the Schools: Teacher Roles and Instructional Options

Effective implementation of microcomputer instruction in the schools poses a challenge for teachers. The purpose of this study was to identify some of the practical problems related to microcomputer use in the schools. Instruction, monitoring, and integration of computer use with other instructional activities were assessed. Based on our analysis, four alternative teacher roles for use of the technology were defined. These roles vary in terms of their expectations for teacher involvement in microcomputer instruction as well as the degree to which the instruction is integrated within the broader curriculum. By clarifying teacher roles in relation to this instruction, current frustrations with the technology may be diminished.

Cooperative Groups and Microcomputer Instruction: Combining Technologies

Cooperative Groups and Microcomputer Instruction: Combining Technologies

Microcomputer Instruction and Perceptions of Effectiveness by Special and Regular Education Elementary School Teachers

Instructional goals and perceptions of microcomputer effectiveness were assessed in a sample of special and regular education teachers with access to computers. For both groups of teachers, discrepancies existed between their perceptions of effective uses of the technology and the types of microcomputer instruction their students received. Differences were also noted between the special and regular educators in some areas. A chi-square analysis also indicated that special and regular education teachers differed in their perceptions of who benefits most from this type of instruction. Visual inspection of the data suggested further differences in their goals for microcomputer instruction, assessment of effective uses of technology, and perceptions of its limitations. The development of instructional goals and the effects of the diffusion of responsibility on the implementation of those goals are discussed.

A comparison of textbook and microcomputer instruction in preparation for the ACT

A comparison of textbook and microcomputer instruction in preparation for the ACT

Developing, Implementing and Evaluating Microcomputer Instruction in a Nonprescription Drug Course

Developing, Implementing and Evaluating Microcomputer Instruction in a Nonprescription Drug Course

Developmental Changes in Micro-Educational Environments for Learning Handicapped and Non-Learning Handicapped Elementary School Students

A longitudinal study of the development of Micro-Educational Environments (MEEs) and microcomputer use by learning handicapped and nonhandicapped students was initiated This report describes current MEEs and microcomputer-use patterns and changes in these programs and patterns over a 2-year period. Focus is on the differences in the types of microcomputer instruction provided to special and regular education students and their response to that instruction. The design and use of instructional programs once the novelty of the technology has worn off will be explored.

Microcomputer use within micro-educational environments.

An observational study of micro-educational environments (MEE's) and microcomputer use within these environments was conducted across a broad-based, representative sample of special day class, resource room, and mainstream classrooms in Southern California. Mildly handicapped students in special education settings were found to have less variety to their instructional experiences than did either handicapped or nonhandicapped students in the mainstream. That is, students in special education classes evidenced a more dominant pattern of individual, in-classroom, remedial work than did either handicapped or nonhandicapped students in the mainstream. Across all settings, students were highly engaged with the computer, although teachers spent little direct contact time with students during these periods. Microcomputer instruction emerges as a highly motivating vehicle for imparting information, but the effectiveness of these experiences remains to be assessed.

Survey of Microcomputer Access and Use by Mildly Handicapped Students in Southern California

A study was conducted to determine the accessibility of microcomputer instruction to learning handicapped (LH) students relative to their nonhandicapped peers. This was attempted through a survey of schools with special education students in which computers were available for general instructional purposes. The extent to which higher levels of school microcomputer resources increased microcomputer opportunities for LH students was also studied. Three hundred elementary schools were selected for the survey through a stratified random sampling of schools in 52 districts in Southern California. Only two-thirds of the sites with the potential for microcomputer use by resource room students allowed them access, while half of the schools with computers and special day class students provided them with instruction. Nevertheless, a significant correlation was found between computer availability at a school (the ADA/micro ratio) and the likelihood that LH students would have access to computers.

Microcomputer Use in Special Education Personnel Preparation Programs

A national survey of special education personnel preparation programs was conducted to determine microcomputer use. Almost all respondents reported that instruction in the use of microcomputers in special education was important for special education teachers. Most programs made some coursework on microcomputers available to special education majors, mainly in the form of electives. The majority of programs had access to microcomputer labs, with Apple computers being the predominant brand. Faculty used microcomputers primarily to support their teaching and research efforts. Although the lack of trained faculty was cited as a barrier to increased microcomputer use, it was viewed as one that could be overcome without great difficulty. Faculty placed priority for their own training on specific applications of microcomputers in special education programs. Barriers identified as being difficult to overcome centered around the lack of fiscal resources and difficulty in adding microcomputer instruction to already overcrowded curricula.

Cognitive and Affective Effects of Various Types of Microcomputer Use By Preschoolers

An experimental study was conducted to investigate the effects of microcomputer use on preschoolers’ knowledge of pre-reading concepts, and on their attitudes toward the microcomputer. After stratification by age and sex, 77 preschoolers were randomly assigned to three treatment conditions: (a) adult-assisted microcomputer instruction; (b) adult-unassisted microcomputer use; and (c) no microcomputer use (control condition). Children in the first two groups were given three 20-min, individual sessions on the microcomputer. The software programs used were designed to teach reading readiness concepts and were typical commercial programs available for this age group. A cognitive test was administered as a pretest and posttest, and an attitudinal interview was administered post-study only. The cognitive data were analyzed with a multivariate analysis of covariance (MANCOVA). There were no significant treatment effects. The attitudinal data analysis revealed significantly greater interest in the microcomputer among the control-group children; however, that group’s interest declined significantly after they were given post-study, 20-min orientations to the microcomputer.

Attitudinal Study of Implementing Microcomputer Instruction into the Curriculum

Attitudinal Study of Implementing Microcomputer Instruction into the Curriculum

Is the self-paced instructional program, via microcomputer-based instruction, the most effective method of addressing individual learning differences?

One of the canons that guides the design of microcomputer-based instructional programs is to use a self-paced instructional method. However, there has been some indication that moderate levels of external pacing may prove to be more effective for overall learning, in terms of amount of content acquired and level of competency achieved with that content. Hypotheses derived from this idea were tested using three types of pacing. Learning was evaluated using five achievement tests ranging in difficulty from memorizing facts to problem solving. Experimental results supported the hypothesis favoring moderate levels of external pacing and found that the common principle of using self-paced instructional methods as the best style for all types of microcomputer instruction is an incorrect assumption.

Relationship of Microcomputer-Based Instruction and Learning Style

In this technological age, sight must not be lost in recognizing individual differences in applying technology to the instructional process. The purpose of this study was to investigate the relationship between achievement of field-dependent and field-independent students using microcomputer instruction. T-test was calculated on mean posttest scores to analyze the difference between the groups. There was a significant difference at the 0.5 level in testing the null hypothesis of no difference between the groups in this study.

Training Special Education Personnel for Effective Use of Microcomputer Technology:

Special educators have been quick to embrace microcomputer instruction; both education and microcomputer instruction share the promise of developing individualized instructional programs matched to student needs. From this viewpoint, microcomputers have the potential for operationally defining what is special about education. Despite this promise, however, there is a limited data base from which to make empirical decision on effective microcomputer use in the classroom and on teacher training needs. A model for assessing teacher training needs is discussed in which microcomputer skills are viewed within the context of other teacher-effectiveness variables. A two-tiered appeaoch to teacher training in microcomputer instruction is developed, based on the promise of microcomputer instruction and upon pragmatic classroom considerations.

Microcomputer Instruction in Developmental Education: A State of the Art Report

Microcomputer Instruction in Developmental Education: A State of the Art Report

Microcomputer comparison: Concurrent pascal on intel 8080

Brinch Hansen has proposed a method for comparing microcomputer instruction sets for the purpose of language implementation. It is used to compare different 16-bit microcomputers and is based on comparing implementations of the interpreter for the virtual machine of the Concurrent Pascal language. This paper extends Brinch Hansen's investigation to the Intel 8080 for which an interpreter has been implemented. The nine most frequent virtual instructions have been singled out to assess the speed and size of the interpreters. Compared with the PDP 11/45 interpreter, the Intel 8080 interpreter is 7 times slower and requires 2 1 2 times the space. If the fastest Intel 8085 is used, the speed difference may be reduced to a factor of 2 1 2 , which equals the performance of the fastest 16-bit microcomputers investigated by Brinch Hansen. Measurements using the actual implementation showed that Brinch Hansen's proposed method accurately predicted the performance of the Intel 8080 interpreter.