Computer augmented teacher training

Abstract

A new teacher education program has been inaugurated at the University of Massachusetts' School of Education under the title "Computer Augmented Teacher Training". The CATT program places the computer in a central role--particularly the activity of programming--in order to augment the cognitive, affective, and social competencies of prospective mathematics teachers. In the cognitive domain, teachers learn <u>what</u> mathematics <u>to teach</u> as well as <u>how to teach</u> it effectively. In the affective domain, teachers enhance their <u>self-concepts</u> and build <u>self-confidence</u> by encountering both successes and failures in working with manipulative materials, self-instructional texts, and computer-related activities. Finally, in the social area, teachers raise their consciousness about the advantages and limitations of technology as they develop <u>computer literacy</u>.

Programming—an integral part of an elementary mathematics methods course

“…Pre-service teachers in an active learner-controlled environment learn to enjoy successes and manage failures which arise during the act of programming. The computer is the medium for affective expression and, as such, is an ' affective mirror ' [18] which reflects back the programmers unprocessed emotional expressions.…”

“…(2) Critically analyse computer-based curriculum materials for negative racial and sexist overtones. (3) Debunk myths and assuage fears of computer omnipotence [18].…”