Effects of Computer Technology as a Teaching Method in Primary Level Essay Example

simulations achieved positive results. In eleven out of the thirteen studies, the simulation group performed better than the control group, while in the remaining studies, the control group outperformed the simulation group. The effect sizes ranged from -0.14 to 1.27 across these thirteen studies, with a median effect size of 0.25. Effect sizes equal to or greater than 0.25 are typically considered to be educationally significant.

Based on this criteria, the educational significance of computer simulations is deemed significant. With a 0.25 effect size, students utilizing simulations would perform at the 60th percentile on applicable tests, whereas traditionally taught students would achieve at the 50th percentile. In this literature review, seven studies from the 1990s evaluating student achievement and attitudes towards computer tutorials were identified (Table 7).

The effects of computer tutorials on outcomes varied, with some studies showing significant positive effects. Two particular studies (Kitz & Thorpe, 1995; Vitale & Romance, 1992) discovered that computer tutoring had substantial and beneficial impacts. Both studies specifically examined the effectiveness of videodisc software from Systems Impact Corporation. In general, it is clear that computers have the potential to greatly improve college teaching. Evaluation studies conducted in the past decade consistently demonstrated that college courses supported by computer technology were more effective compared to those without such support.

Recent research has shown that compared to studies conducted in the 1960s, 1970s, and 1980s, more positive outcomes are being achieved. A total of 119 studies conducted between 1967 and 1986 found that instructional technology raised examination scores by an average of 0.30 standard deviations (C. Kulik & Kulik, 1986,1991). In contrast to these findings, an additional

set of recent studies indicates that instructional technology increases student scores by an average of 0.46 standard deviations. Both improvements are significant in the field of education, but achieving a gain of 0.46 standard deviations on achievement tests is considered a more substantial improvement.

Previous reviewers, like C. Kulik & Kulik (1986, 1991), recognized the increasing effectiveness of computer applications over time. However, they lacked documented evidence to support this observation in evaluation results. Nevertheless, it is now impossible to ignore this trend. An analysis of past reviews reveals that studies evaluating instructional technology experienced a change in their outcomes. In the 1960s, there were five such studies with a median effect size of -0.13; in the 1970s, there were 85 studies with a median effect size of 0.22; and in the 1980s, there were 35 studies with a median effect size of 0.35.

In the 1990s, a review found that 46 studies showed a median effect size of 0.46, indicating that computer-based teaching had both positive and negative impacts on college students. However, nowadays, when teachers incorporate instructional technology into their courses, students are more likely to benefit from valuable educational advantages. The effectiveness of computer applications in college courses is not limited to a specific area; this review highlights computers' significant contributions across various instructional fields.

Computers have had a major impact on different areas of education, including mathematics, science, and language learning. In math classes, computers are used as aids for algebra and calculus. Science classes make use of both older computer programs like tutoring and simulation programs as well as newer applications like computer animations. The field of

language learning is also exploring various computer-based approaches. Notably, studies investigating the use of computers and calculators in algebra and calculus courses have produced significant findings. Among the twelve studies analyzed in this report, six were specifically dedicated to algebra courses.

The six remaining studies were centered on calculus courses. In these studies, the experimental group utilized computers or graphing calculators for their coursework, while the control group did not employ these tools. Combining all of these studies, it was discovered that using computers and calculators resulted in a 0.88 standard deviation rise in student scores on conceptual understanding tests. This suggests that integrating computers and graphing calculators into algebra and calculus study led to students achieving scores 0.88 standard deviation units higher on conceptual tests compared to the control group.

The use of computers or calculators by students in experimental groups resulted in a significant improvement in computational items on final exams compared to students in the control group. This led to higher average effect sizes, with the experimental group scoring at or above the 80th percentile and the control group scoring at the 50th percentile. It is worth noting that evaluations of educational innovations usually do not report such remarkable enhancements.

According to the research, students in traditional and experimental classes perform equally on final exams that don't allow the use of computers and calculators. This means that technology doesn't affect students' ability to solve computational problems manually when learning algebra and calculus. Furthermore, a thorough analysis of these studies doesn't provide definitive results on how computer and calculator usage affects students' attitudes towards mathematics.

The impact of computers and calculators on attitudes towards mathematics is difficult to determine. Two studies showed that experimental groups had a clear improvement in mathematics attitudes, while three other studies found no significant difference between the experimental and control groups. In terms of science learning, research in the 1990s focused on evaluating older and newer instructional methods such as computer tutoring and computer simulations.

The evaluation of computer animation in the 1990s resulted in a comprehensive report that examines studies on tutoring, simulations, and animations. The analysis focused on two types of outcomes from the 7 tutorial instruction studies: student achievement and student attitudes. Regarding student achievement, the impact of computer tutorials varied, with four out of six studies showing significant positive effects and two reporting insignificant effects. The median effect size in these studies was 0.33. Similarly, there was diversity in the effects of tutorials on student attitudes.

Numerous studies have investigated the impact of computer tutoring and simulations on science education, yielding diverse and somewhat contradictory findings. One study revealed a positive effect on student attitudes towards computer tutoring, while another study suggested a negative impact. On the other hand, a third study concluded that there was no significant effect at all. Similarly, research on computer simulations in science education yielded different outcomes. Out of the 11 studies reviewed, 7 showed statistically significant and educationally meaningful effects. However, 2 studies found no significant results, and the remaining 2 reported significant and negative effects. The median effect size for these studies over the past decade was 0.9. Overall, although simulations generally improved student test performance in teaching, they could also have

a negative or neutral effect on test scores. Therefore, it is crucial for teachers to exercise caution and carefully consider how to incorporate simulations into their instructional methods. Nevertheless, computer animation has proven to be an invaluable tool for science teachers as it significantly contributes to science instruction.

Research has shown that computer animations can improve performance compared to a control group, although the extent of this improvement varied across nine studies. The effects ranged from small to large, with seven studies indicating significant improvements in an educational context and two reporting positive but not practically important effects. On average, computer animations increased science test scores by 0.8 standard deviations, suggesting their potential benefits for understanding scientific phenomena. In contrast, there have only been seven controlled quantitative evaluations of computer-assisted language learning (CALL). These evaluations focused on different approaches to incorporating technology into language instruction, making it difficult to draw definitive conclusions about the impact of CALL.

Although observed years ago, the lack of consensus in the field of CALL regarding a research agenda is still evident today (Miech et al., 1996). Nevertheless, despite the various evaluations of CALL, these assessments have yielded promising positive outcomes. In all seven evaluations, the utilization of CALL had some level of positive influence on instructional outcomes. Moreover, in five of these evaluations, the effects of CALL were significant and deemed meaningful for education.

The seven studies discovered that a CALL program had a noteworthy influence on language test scores. This improvement was equal to progressing from the 50th percentile to the 73rd percentile, demonstrating moderate to substantial enhancement. The effect size measured at 0.60 standard

deviations. These findings imply that different methods of COMPUTER-ASSISTED LANGUAGE LEARNING (CALL) bring about positive outcomes in student learning. Although additional research is required for a comprehensive understanding of these approaches, the future prospects of CALL appear promising. In general, computer-based teaching methods have experienced significant advancements over the past four decades.

Computer-based instruction has evolved from being seen as a hindrance to learning to becoming an essential part of college courses. The advancements in computer technology over the past 35 years have greatly contributed to the improved effectiveness of instructional technology in higher education programs. Computers now offer greater speed, user-friendliness, and advanced features. Additionally, educators have honed their abilities in creating instructional software while college students have become adept users of computing technology.

Recent evaluation studies indicate that instructional technology can thrive in the current climate and that computers, which have transformed society in various aspects, are also enhancing college teaching. According to Kara Schmidt, an eHow Contributor, computer-assisted instruction presents an additional opportunity for academic achievement. It provides teachers and students with another avenue to acquire the necessary academic material. One can find educational computer programs online, at computer stores, or through textbook companies.

The text highlights the significance of choosing user-friendly computer programs suitable for students' grade level and capable of maintaining their interest. It is crucial to determine the program's purpose, whether it is to supplement a lesson, practice basic skills, or assist in teaching a new concept, and ensuring that it accomplishes that objective. One advantage for students is that computer-assisted instruction provides differentiated lessons for various learning levels, including those with disabilities and gifted students.

This allows students to progress at their own pace and receive immediate feedback, enabling them to correct themselves before moving on to the next skill.

Computer programs have the ability to assist students in correcting their work when they provide an incorrect answer. These interactive programs can be used by students individually or in groups, allowing for competition based on personal scores or group member scores. Moreover, these programs help students develop valuable computer skills that will be useful throughout their lives.

Through computer-assisted learning, teachers gain a better understanding of their students' strengths and weaknesses. They are able to enhance lessons with computer programs and choose different levels or programs for students who may be falling behind or excelling. When students are actively engaged in learning, there is a decrease in behavior issues within the classroom, leading to increased learning outcomes. Additionally, computer-assisted learning benefits teachers as it enables them to focus on specific skills with small groups of students while the rest of the class works on their computer programs.

The program allows students to work independently, reducing teacher distractions as they help other students. However, there are drawbacks. While computer programs can evaluate students' progress in different subjects, it is the responsibility of the teacher to ensure that students develop critical thinking skills necessary for solving real-life problems. Additionally, overusing computer programs may limit opportunities for student interaction with both peers and the teacher, potentially decreasing time dedicated to fostering important social skills.

Computer-assisted learning can be beneficial in the classroom and curriculum, but it should not be overused. Excessive reliance on this method can lead to student boredom and frustration. It

is important to exercise good judgment and select computer programs that enhance the learning process.Computers and related technologies have become prevalent in schools globally. Educational systems, particularly in developed countries with widespread access to information technologies (IT), have embraced technological advancements. Schools are now equipped with computers, and many teachers incorporate these new technologies into their teaching methods. Textbooks also dedicate sections to these advancements, ensuring their integration across various disciplines and exerting a substantial influence on education as a whole.

The implementation of technology in various subjects has resulted in a transformation of their nature, concepts, and work methods. Mathematics education has also been affected by the use of technology, leading to changes in teaching and learning approaches as well as the functions of different concepts. Although computers became popular as instructional tools in the 1980s, they had already been utilized in education and training prior to that.

In the 1950s, researchers from IBM were instrumental in bringing computers into education. They invented the initial Computer Assisted Instruction (CAI) author language and developed one of the first CAI programs for public schools. This program required students to follow commands on a computer screen and receive rewards for correct answers, employing behaviorist methods. Furthermore, Donald Bitier implemented PLATO, a major project that incorporated computers into education, at the University of Illinois in 1959 (Carter, 2003).

In the 1960s, Atkinson and Suppes' (1959) work was instrumental in introducing computers to public schools and universities. By the early 1980s, educators began recognizing the advantages of microcomputers due to their affordability, compact size, and ability to perform tasks comparable to larger computers. During this time,

computer-based instruction primarily utilized software known as "behavioral-based branching," which heavily relied on drill-and-practice techniques for teaching programmed content and skills.

In the early 1980s, educational software utilized Skinner's "methods of branching" to divide content into smaller sections and reward combined responses. This approach focused on passive learning without collaboration but was beneficial when behavioral learning objectives were established. In the 1990s, computers had a significant impact on instructional practices in schools.

Saettler (1990, cited in http://www.ncrel.org/tplan/cbtl/toc.htm, 2003) suggests that technology and learning advancements have led science researchers to view technology as a means of improving problem-solving skills and fostering learner independence. The cognitive approach to instructional technology emphasizes the comprehension and utilization of knowledge acquisition, planning, strategizing thinking, memory retention, understanding, and communication. Moreover, the cognitive school of thought advocates for the idea that students can acquire knowledge through engaging in game-playing and participating in rudimentary simulations.

According to writing teachers, word processors are helpful for students to easily write, delete, format, and revise their work. Additionally, teachers from different subjects recognize the significance of computers in fostering a complete learning environment through the use of databases, spreadsheets, presentations, and research tools. The continuous progress in computer technology and the internet since 1995 has led to growing enthusiasm for incorporating these mediums into instruction (Reiser, 2001).

The advancement of technology has significantly enhanced students' capacity to obtain information, facilitating global communication and idea sharing. Furthermore, distance education programs have broadened the variety of subjects that students in remote schools can delve into. Kalu (2006) stated that the proportion of educational facilities with internet access within the United Nations increased from

51% in 1998 to 93% in 2003 (p. 3). These technological advancements have enabled the visual representation and practical examination of theoretical concepts.

The introduction of personal computers in the mid 1980s has revolutionized the learning environment by creating a comprehensive and innovative platform. Computers have rapidly become indispensable tools for both formal and informal education, providing students with enriching learning experiences while allowing them to determine the depth of their understanding and choose their preferred learning methods. Moreover, teachers can utilize computers as classroom management aids, as these devices serve as both tutors and student tools within the curriculum.