Incorporating Computers Effectively into Classrooms

Trollip, Stanley R.; Alessi, Stephen M.

doi:10.1080/08886504.1988.10781861

Cited by 12 publications

(8 citation statements)

References 10 publications

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“…Research in second language acquisition has clearly suggested the need of comprehensible input in order for second language learning to occur (Krashen, 1989). Computer multimedia aided learning is reported to be beneficial in foreign language learning (Kang-Mi & Shen, 2006;Ma & Kelly, 2006;Miller, 1998;Trollip & Alessi, 1988;Tsou, Wang, & Li, 2002). Garrett (1991) stated, "The use of the computer does not constitute a method.…”

Section: Literature Reviewmentioning

confidence: 99%

Computer assisted English language learning in Costa Rican elementary schools: an experimental study

Álvarez-Marinelli¹,

Blanco²,

Lara‐Alecio

et al. 2014

Computer Assisted Language Learning

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This study presents first-year findings of a 25-week longitudinal project derived from a two-year longitudinal randomized trial study at the elementary school level in Costa Rica on effective computer-assisted language learning (CALL) approaches in an English as a foreign language (EFL) setting. A pre-test-post-test experimental group design was implemented to evaluate two varying types of CALL curriculum (Treatment A and Treatment B, both technology based to assist English language learning) with a difference in students' time-on-task, as opposed to the Control/ Comparison group (that received no treatment and was a typical practice within the regular English teaching time period). Four subtests from Woodcock Munoz Language Survey-Revised (WMLS-R), a norm-referenced, standardized instrument, were selected to monitor participants' oral English development. A total of 76 urban, rural, and urban/marginal schools with 816 third graders were included in the analysis through multilevel modeling. Results suggested that (1) students held very limited oral English proficiency at the beginning of the third grade; (2) although students significantly improved their oral English proficiency during the 25-week intervention, they were still significantly below the typical native English-speaking norm at the end of the third-grade level; (3) those who were exposed to CALL modules in Treatment A developed at a faster rate than did students in Treatment B and in Control classrooms in lexical knowledge and listening skills when statistically controlling for student-level variables, including initial level and time-on-task; (4) although students in CALL intervention (especially in Treatment B) started with a lower level of oral English proficiency, their gain was numerically higher than that in the Control condition; and (5) time-on-task demonstrated to be an irrelevant variable in the study. These findings imply that it is not just exposure to English that matters for significant gains in the language; rather, it is the type of instruction a student receives, or the quality of instruction in which the software engages the students interactively in a hands-on, minds-on, scaffolded manner, that matters the most in developing steep gains. Finally, we recommend that additional research be conducted with groups that move through kindergarten, first grade, and second grade longitudinally to determine cohort effects in learning English via CALL instruction in EFL countries.

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Section: Literature Reviewmentioning

confidence: 99%

Computer assisted English language learning in Costa Rican elementary schools: an experimental study

Álvarez-Marinelli¹,

Blanco²,

Lara‐Alecio

et al. 2014

Computer Assisted Language Learning

View full text Add to dashboard Cite

show abstract

“…According to Trollip and Alessi (1988) one of the purposes of adding computers to classroom instruction is to facilitate learning for students by improving the quality and quantity of what they know. Schwier and Misanchuk (1993) believe an advantage of interactive multimedia instruction is the creation of meaning developed by the learner's interaction with the new information in the program.…”

Section: Case Studymentioning

confidence: 99%

Does interactive multimedia promote achievement and higher level thinking skills for today's science students?

Frear¹,

Hirschbuhl²

1999

Brit J Educational Tech

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This study examines the effects of Interactive Multimedia instruction upon the variables of achievement and problem solving skills on non-science majors in an Environmental Science course at a mid-western university. The findings indicate that the Interactive Multimedia had a significant effect on both of the variables. The findings are discussed in terms of the impact on self-study when students are learning outside of the classroom in a distance learning environment.

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“…Four or five machines with associated generic applications software can provide a range of experiences over the time the class is in the room. Several studies have been conducted with a small number of computers in regular classrooms with great success (Trollip & Alessi, 1988).…”

Section: Technology Supply Issuesmentioning

confidence: 99%

Rethinking the selection of learning technologies

Hedberg

1989

AJET

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In this paper, the criteria for selecting modern learning technologies are discussed and it is suggested that four teaching/learning activities might form the basis for selection combined with a number of types of conceptual representations. The most important aspects for a designer are the match between learning task and its ability to be presented or manipulated by the learner using a decreasing range of information technologies.Fifteenth century Europeans 'knew', that the sky was made of closed concentric crystal spheres, rotating around a central earth and carrying the stars and planets. That 'knowledge' structured everything they did and thought, because it told them the truth. Then Galileo's telescope changed the truth. (Burke, 1986, p.9) Over the past three years we have seen major changes in the information technologies. With the advent of the most recent computers such as the NeXT workstation, we are presented with a black box which enables words, numbers, visuals, sounds, dictionaries, thesauri, and external events to be controlled, manipulated and represented to the user in a variety of forms, often simultaneously, and also to other users linked into a network. Over this period, significant developments have also occurred in conceptualising research into the use of media in education and training. It is this relationship which forms the basis of this paper; the discussion will be divided into three main elements -technology, instructional design, and some ways of bridging the cultures and selecting modern media.

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Incorporating Computers Effectively into Classrooms

Cited by 12 publications

References 10 publications

Computer assisted English language learning in Costa Rican elementary schools: an experimental study

Computer assisted English language learning in Costa Rican elementary schools: an experimental study

Does interactive multimedia promote achievement and higher level thinking skills for today's science students?

Rethinking the selection of learning technologies

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