Microcomputers in Perspective

1982 ◽  
Vol 49 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Alan M. Hofmeister
Keyword(s):  
Special Education ◽  
Computer Technology ◽  
Computer Literacy ◽  
Poor Quality ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
The Poor ◽  
Assisted Instruction ◽  
Primary Contribution

Although microcomputers will undoubtedly make a contribution to special education, educators face problems because of the poor quality of some of the available computer-assisted instruction (CAI) software and the limited supply of hardware. The primary contribution of computers may occur through other applications such as computer literacy and computer-managed instruction. The potential for inappropriate applications of the computer exists, and some special education pupils may suffer because of poorly conceptualized computer projects. Careful implementation of the strengths of computer technology is necessary. The existing research base should not be ignored in planning for the application of microcomputers in special education.

Computer assisted teaching: two applications in special education

1981 ◽  
Vol 5 (1) ◽  
pp. 17-20
Author(s):  
Mike Lally
Keyword(s):  
Special Education ◽  
Computer Technology ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Input Output ◽  
Output Device ◽  
Number Conservation ◽  
Assisted Instruction

AbstractNearly all applications of computer assisted instruction have utilized the conventional keyboard as the input/output device for the computer. This has a limiting effect on which areas of education can be supplemented by computerised techniques. This paper describes applications of computer assisted instruction in handwriting and number conservation using special interactive devices which have been designed for teaching these skills. In addition, it outlines evaluative studies which have demonstrated significant improvements in the skills being taught. The broader implications of this work, especially with respect to how education might best utilize computer technology, are also discussed.

Computer-Assisted Instruction in Support of Beginning Reading Instruction: A Review

2002 ◽  
Vol 72 (1) ◽  
pp. 101-130 ◽  
Author(s):  
H. Blok ◽  
R Oostdam ◽  
M. E. Otter ◽  
M. Overmaat
Keyword(s):  
Reading Instruction ◽  
Effect Size ◽  
Poor Quality ◽  
Computer Assisted Instruction ◽  
Effect Sizes ◽  
Computer Assisted ◽  
Language Of Instruction ◽  
Study Characteristics ◽  
Assisted Instruction

How effective are computer-assisted instruction (CAI) programs in supporting beginning readers? This article reviews 42 studies published from 1990 onward, comprising a total of 75 experimental comparisons. The corrected overall effect size estimate was d = 0.19 (± 0.06). Effect sizes were found to depend on two study characteristics: the effect size at the time of pre-testing and the language of instruction (English or other). These two variables accounted for 61 percent of the variability in effect sizes. Although an effect size of d = 0.2 shows little promise, caution is needed because of the poor quality of many studies.

Microcomputers: An Available Technology for Special Education

1979 ◽  
Vol 3 (2) ◽  
pp. 37-42 ◽  
Author(s):  
Lee Marvin Joiner ◽  
Robert A. Sedlak ◽  
Burton J. Silverstein ◽  
George Vensel
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Educational Software ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
High Quality ◽  
Service Programs ◽  
Personal Relations ◽  
Available Technology ◽  
Assisted Instruction

Microcomputers are becoming an available technology for special education. The article describes the capabilities and features of basic microcomputer systems and describes special education applications: computer assisted instruction, prosthesis, testing, communication, and enhancing personal relations. Problems such as the availability of authoring languages, high quality educational software, and computer safety are described. To include information about what microcomputers can do and how they function is recommended for teacher education and in-service programs.

Using Technology to Address Barriers in Rural Special Education for Students With Autism: A Do-It-Yourself Guide

2017 ◽  
Vol 36 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Bethany R. McKissick ◽  
Karen M. Diegelmann ◽  
Sarah Parker
Keyword(s):  
Special Education ◽  
Computer Software ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
General Curriculum ◽  
High Quality ◽  
Rural Settings ◽  
Students With Autism ◽  
Do It Yourself ◽  
Assisted Instruction

Providing high-quality special education services in rural settings has a variety of challenges such as geographic isolation and a lack of resources. One particularly challenging aspect of rural special education is providing general curriculum access. Computer-assisted instruction is one way to provide high-quality specialized instruction that does not require the attention of another teacher nor a paraprofessional while still possessing the ability to implement research-based specially designed instruction with fidelity. This article provides teachers with task analyses and considerations for creating their own computer-assisted instruction using widely available computer software.

scholarly journals The Development of Investigative Learning Materials Using Computer Assisted Instruction in the Topic of Reflection for Grade VII

2016 ◽  
Vol 1 (2) ◽  
pp. 172-182
Author(s):  
Yosep Dwi Kristanto ◽  
Siti Maghfirotun Amin ◽  
Siti Khabibah
Keyword(s):  
Instructional Material ◽  
Positive Response ◽  
Achievement Test ◽  
Instructional Materials ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Learning Approaches ◽  
Learning Materials ◽  
Assisted Instruction

Despite its importance, there are still many problems encountered in the learning of the topic of reflection in school. One of the solutions for these problems is the implementation of learning approaches that fit the modern curricula and the development of good quality instructional materials. Therefore, the aim of this study was to describe the quality of investigative instructional material with computer assisted instruction for the topic of reflection in Grade VII. The result of the analysis suggested that the investigative instructional material for the topic of reflection in Grade 7 is of good quality because it fulfills the following criteria: (1) the teacher was capable to manage the lesson well, (2) the students were actively involved during the lesson, (3) the students gave positive response to the instructional material, (4) the achievement test is valid, reliable, and sensitive; and (5) the validator claimed that the developed instructional material is valid.

Microcomputers in Special Education: Promises and Pitfalls

1982 ◽  
Vol 49 (2) ◽  
pp. 123-128 ◽  
Author(s):  
Milton Budoff ◽  
Leah R. Hutten
Keyword(s):  
Special Education ◽  
Classroom Management ◽  
Instructional Materials ◽  
Computer Assisted Instruction ◽  
Management Systems ◽  
Computer Assisted ◽  
Instructional Software ◽  
Computer Literate ◽  
Assisted Instruction ◽  
Current Systems

The microcomputer is making it possible for teachers with a modicum of familiarity with computer technologies to introduce computer-assisted instruction (CAI) in special education rooms. The hardware and software are flexible, inexpensive, and friendly to users; capable of integrating a broad range of peripherals into instructional materials; and reliable. This paper indicates major features of microcomputer systems and indicates some limitations of the current microcomputer systems for special education applications. Many questions about the effectiveness of CAI remain, especially with special populations. With exceptions, the instructional software for current systems is uninteresting, trivial, and sparsely available because the systems are so new and limited in capacity. Teachers must become computer-literate, knowledgeable in instructional classroom management systems and, most of all, comfortable with the technology.

Microcomputers and Computer-Assisted Instruction in Special Classrooms: Do we Need the Teacher?

1986 ◽  
Vol 9 (2) ◽  
pp. 105-110 ◽  
Author(s):  
Steven A. Carlson ◽  
Rita Silverman
Keyword(s):  
Special Education ◽  
Instructional Technology ◽  
Decision Maker ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Teacher’S Role ◽  
Teacher's Role ◽  
Essential Skills ◽  
Assisted Instruction

As microcomputers in special education classrooms become increasingly common, teachers are faced with having to make decisions about when, under what conditions, and with whom to use microcomputers. This is particularly true when teachers are considering the use of computer-assisted instruction (CAI) with students expected to learn essential skills. In this article the microcomputer is presented as an important but currently limited piece of instructional technology. Guidelines for deciding when and how CAI should be used are offered with an emphasis on the teacher's role as decision maker and instructional manager.

CAI Course in the Early Identification of Handicapped Children

1972 ◽  
Vol 38 (6) ◽  
pp. 453-459 ◽  
Author(s):  
Carol A. Cartwright ◽  
G. Phillip Cartwright ◽  
Gerald G. Robine
Keyword(s):  
College Students ◽  
Special Education ◽  
Early Identification ◽  
Test Scores ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Conventional Instruction ◽  
Handicapped Children ◽  
Introductory Course ◽  
Assisted Instruction

114 college students enrolled in an introductory course in special education were randomly assigned to a conventional instruction (CI) or a computer assisted instruction (CAI) version of the course. The CAI group received all instruction by CAI; the CI group received instruction in the conventional lecture-discussion mode. The CAI students obtained significantly higher criterion test scores than the CI students. Also, the CAI students completed the 3 credit course in an average of 12 hours less time.

The University Student's Preference for Learning by Computer-Assisted Instruction

2000 ◽  
Vol 28 (3) ◽  
pp. 277-285 ◽  
Author(s):  
Yukiko Inoue
Keyword(s):  
Graduate Students ◽  
Undergraduate Students ◽  
Computer Literacy ◽  
Female Students ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Academic Status ◽  
Traditional Lectures ◽  
Assisted Instruction ◽  
The University

This study focused on the specific questions: Do significant differences exist in the preference for CAI between male and female students? Do significant differences exist in the preference for CAI between undergraduate and graduate students (academic status)? And does an interaction exist between gender and academic status? Seventy-six students ( N = 76) were randomly selected to answer the questionnaire. Analyses of variance (at the .05 level) showed graduate students favor CAI more than do undergraduate students, probably because they have jobs and need to study using CAI at a more convenient time and place. This result confirms the assumption that graduate students have more computer experiences. Since computer literacy increases as time passes, the chance of “give CAI a try” becomes higher. In technologically sophisticated societies of today, the option of mixing CAI and traditional lectures must be the key to the success of any institution of higher education.

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