Collaborative learning and cooperative learning are two separate approaches developed independently by two groups of scholars around the same period of time in the 1960 and 1970s. Due to their different origins and intertwined paths of development, they have their own distinct features while sharing many similarities. The relationship between…

Data-driven decision making, popularized in the 1980s and 1990s, is evolving into a vastly more sophisticated concept known as big data that relies on software approaches generally referred to as analytics. Big data and analytics for instructional applications are in their infancy and will take a few years to mature, although their presence is…

Defines and briefly discusses CBE (computer based education), CAI (computer assisted instruction), CMI (computer managed instruction), and CSLA (computer supported learning aids). CMI and CAI are compared in terms of diagnostic and prescriptive functions, cost-effectiveness, time on learning, and effects on learner attitudes. (JD)

Intended for classroom teachers, answers questions regarding use of microcomputers in teaching, defining some concepts associated with computer technology. Information provides number, kind, and adaptation of microcomputers for special education students. Suggestions for using microcomputers in programs for students, teachers, and administrators…

In order to study the processes people employ in reading technical material and the ways in which information engineering can facilitate those processes, 13 adults, including electrical engineers, stockboys, secretaries, graduate students, and teachers, were asked to perform an assembly task by following concise, step-by-step instructions provided…

Defines computer literacy, reviews the potential applications of computers as educational aids, and discusses the major areas of competence required of teachers who will deal with computers in an instructional setting--either as users or as programers. (JL)

One problem in bilingual education is how to facilitate "leap-frogging", i.e., how to take advantage of already existing material in one language and transfer that material to another language. Presents some technology-based possibilities for accomplishing this leap-frogging. (Author/RK)

This brief, non-technical narrative for teachers addresses the following questions: (1) What are computers? (2) How do they work? (3) What can they do? (4) Why should we care? (5) What do they have to do with reading instruction? and (6) What is the future of computers for teachers and students? Specific topics discussed include the development of…

Describes the four basic components of the Learner-Controlled Educational System (LCES), i.e., the student information, instructional analysis, learning activity, and system evaluation modules. A computer-based multimedia instructional system generalizable to practically all content areas and fields of instruction, the LCES emphasizes self-paced,…

Reviews recent developments in instructional processes and urges us, with several arguments, to move forward. (Editor/RK)

Designed to introduce social studies teachers to computers and to suggest ideas for their potential applications in social studies classrooms, this booklet is arranged in various sections. One section describes the origins of the modern computer, another defines computer terminology, and two sections explain computer hardware and computer…

Discusses the differences between computer-assisted and computer-managed instruction (CMI), identifies the central themes running through CMI, presents a general definition of CMI, gives a functional overview of CMI, and develops definitions pertaining to CMI functions and systems. (Author/JL)

This document is an information guide for teachers that introduces computers into vocational home economics education classes. The first part points out implications of microcomputers for home economics classes, while the second part provides information on selecting, using, and maintaining computer hardware. The final section describes procedures…

A definition of computer literacy is developed that is broad enough to apply to educators in general, but which leaves room for specificity for particular situations and content areas. The following general domains that comprise computer literacy for all educators are addressed: (1) general computer operations; (2) software, including computer…

A synthesis of the report, "Microcomputers in Vocational Education: Current and Future Uses," this document identifies and addresses a number of critical issues associated with microcomputer use and offers ideas on explicit ways that the microcomputer is being and can be used for vocational instruction and management. The document…