Educational institutions need to recognize and accommodate the individual needs of learners from culturally diverse backgrounds, of whom a large number are Blacks and Hispanics. To accommodate the educational needs of these learners, educators need to build on their entry-level strengths, which have been identified as: (1) orientation toward…

Discusses a study of student attitudes toward using computer-assisted learning (CAL). Explores the relationship between these attitudes and field-dependent or field-independent cognitive style, gender differences, and academic success. Concludes that male subjects preferred CAL more than females did but otherwise found no gender, cognitive style,…

The article examines various ways in which learning style differences impact on the ease with which individuals gain computer mastery. Specific programs which respond better or less well to selected cognitive styles are also cited. (Author/DB)

Word processors can assist teachers and students by focusing on writing as a process, rather than a product. Word processing breaks writing up into manageable chunks that permit writing skills to develop in an integraged manner. (10 references) (CJH)

Describes how technology helped one elementary teacher meet the needs and celebrate the strengths of all his students in a mixed-ability-grouped, student-centered classroom. Technology allowed the children many more choices for different kinds of learning and helped them develop their individual strengths. (SM)

The computer's role in matching instructional content and method to the learning disabled student's individual cognitive style is examined for the four phases of instructional delivery: assessment, prescription, evaluation, and instruction. (DB)

Reports on a study that investigated the effectiveness and efficiency of computer classroom drill for learning bass clef notes. Compared posttest results among students with differing cognitive styles. Concludes that computer assisted instruction is an effective way to teach music skills, allowing teachers to focus on teaching aesthetic aspects of…

This study tested the benefits of matching field dependent (FD) learners to an algorithmic method and field independent (FI) learners to a discovery method relative to mathematics achievement. It also attempted to discover if FD learners reacted more positively to computer experience than did FI learners. A total of 126 college algebra students…

Since basic writers tend to learn best when only a few skills are presented at a time, composition teachers should introduce these students to word processing and writing simultaneously, demonstrating word processing commands as they complement the writing process. For instance, the use of the insert key can be presented when students need to…

Reports on a study of 129 secondary students' cognitive style as related to instructional effectiveness. Finds that graphic and pictorial information improves fact retention. Recommends that teachers and teacher trainers should be aware of students' learning styles and attempt to meet their needs. (CFR)

Designed to aid teachers who are planning classes in the telematics mode, this checklist begins by reminding them that, in this mode, students cannot see them in the conventional sense, and classes are conducted using computer, telephone, modem, and microphone links. The checklist covers the following areas of concern: (1) the planning stage,…

Discusses the use of computer-assisted programs that allow chemical engineering students to study textbook thermodynamics problems from different perspectives, including the classical graphical method, while utilizing more than one property correlation and/or operation model so that comparisons can be made and sensitivities determined more…

Uses LOGO and computer assisted instruction as a means of determining how successfully minority students' learning styles can be matched with computer instruction and the nature of concomitant effects on student achievement, reflectivity, and self-esteem. Suggests that learning style may be mediated through social and cultural contexts. (SKC)

Discusses the fact that teachers determine how instructional control is granted, to whom, and under what conditions, and describes three areas providing different perspectives on this subject: expressed preferences for instructional methods, learner selection of events within an instructional sequence, and relationship of specific individual…

Proposes a taxonomy which describes interactivity and adaptation outside the context of any particular medium. Designed to facilitate the instructional design and media selection processes, this taxonomy is represented as a cube whose axes represent interactivity and internal and external adaptation levels. Levels of interactivity and adaptation…