scholarly journals No Panacea Garden

2016 ◽  
Vol 23 ◽  
Author(s):  
Sigmund Tobias
Keyword(s):  
World War Ii ◽  
Computer Games ◽  
Educational Practice ◽  
Development Theory ◽  
Computer Assisted ◽  
Poor Students ◽  
Competency Based ◽  
Psychology Literature ◽  
Constructivist Instruction ◽  
Assisted Instruction

Essay ExcerptsThree of the seven distinguished researchers whose autobiographical chapters (Berliner, 2016; Sternberg, 2016; Sweller, 2016) I edited, and one that is in process (Gordon, in press), indicate that they were poor or indifferent students early in their academic careers. That is also true of me; so five of the first seven scholars in the Acquired Wisdom series were poor students. I did not explicitly mention my studying difficulties in this chapter because they had already been described in my memoir about how my family found safe haven from the Holocaust in Shanghai, China, during World War II (Tobias, 2009). It may be useful to examine my difficulties and how they relate to educational practice and concepts in the contemporary educational psychology literature. The late Dick Snow, a friend and colleague at Stanford, once commented that research on instructional innovations seemed to him like a random walk through the panacea garden. I have become sceptical of any instructional development, theory, or instructional method that is expected to improve learning for all students in all subjects. I have lived through prior panaceas like programmed and computer assisted instruction, multimedia education, computer games, and educational movements such as progressive, competency based, open corridor, and inquiry education, and the current panacea - constructivist instruction - from all of which I learned something. There are no panaceas that will easily improve learning for everyone, because good instruction is hard work and difficult to do. [Download the PDF ]

Core Principles of Educational Multimedia

2011 ◽  
pp. 130-136
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
World War Ii ◽  
Learning Experience ◽  
Instructional Television ◽  
Computer Assisted ◽  
Sound Motion ◽  
The 1950S ◽  
1960S And 1970S ◽  
The 1960S ◽  
Assisted Instruction ◽  
Computer Resources

The notion of using technology for educational purposes is not new. In fact, it can be traced back to the early 1900s during which school museums were used to distribute portable exhibits. This was the beginning of the visual education movement that persisted throughout the 1930s, as advances in technology such as radio and sound motion pictures continued. The training needs of World War II stimulated serious growth in the audiovisual instruction movement. Instructional television arrived in the 1950s but had little impact, due mainly to the expense of installing and maintaining systems. The advent of computers in the 1950s laid the foundation for CAI (computer assisted instruction) through the 1960s and 1970s. However, it wasn’t until the 1980s that computers began to make a major impact on education (Reiser, 2001). Early applications of computer resources included the use of primitive simulation. These early simulations had little graphic capabilities and did little to enhance the learning experience (Munro, 2000).

scholarly journals A Model for Upgrading Teachers’ Competence on Operating Computer as Assistant of Instruction

2020 ◽  
Author(s):  
Muhammad Kristiawan
Keyword(s):  
Instructional Strategy ◽  
Secondary School Teachers ◽  
Teaching Strategy ◽  
Educational Practice ◽  
Computer Assisted ◽  
Education Policies ◽  
Ict Skills ◽  
School Based ◽  
Assisted Instruction

This research based on a preliminary study that the quality of teachers in Indonesia nowadays not much different from 2007. The teachers did not apply ideal teaching strategy, they did not realize the change of school based curriculum into curriculum 2013. The result of preliminary observation revealed that the teachers could not operate computer as well, the national result of teachers’ competency test on August and October in 2012 was low and also UNESCO (2011) stated that ICT in education policies have to tackle teacher competencies, learning materials, ICT equipment, student and teacher’s motivation. This study was aimed at implementing A Model for Upgrading Teacher’s Competence on Operating Computer as Assistant of Instruction. This study related to recent research at Saudi Arabia, Turkey, India, United State of America, Iran, Kenya and Tanzania that the computer assisted instruction as a supplementary instructional strategy in effective teaching, it includes providing teachers with professional development, and in order to successfully implement ICT in educational practice. A Research and Development (R&D) approach was conducted in this study. Ninety four (94) secondary school teachers were selected as sample by using purposive technique from five hundred fifty (550) populations that were used as pilot test to determine the effect of this model toward the teachers’ competence on operating computer. The findings revealed that a model was considered valid, practical and effective. This conclusion is relevance to both teachers and the educational policy in Indonesia. This research implies needs to be consideration not just of how to bolt and weld computer science into the curriculum, but also how to ensure that teachers remain equipped to teach pupils fundamental ICT skills

Adolescent Pregnancy Prevention by Health Education Computer Games: Computer-Assisted Instruction of Knowledge and Attitudes

PEDIATRICS ◽  
1989 ◽  
Vol 83 (5) ◽  
pp. 742-752
Author(s):  
David M. Paperny ◽  
Jane R. Starn
Keyword(s):  
Health Education ◽  
Adolescent Pregnancy ◽  
Sexual Behaviors ◽  
Computer Games ◽  
Teenage Pregnancy ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Knowledge And Attitudes ◽  
Assisted Instruction ◽  
The Impact

Adolescents enjoy animated-action computer games that capture and hold attention. In this study, the use of computer-assisted instruction in improving knowledge and attitudes in favor of decreased teenage pregnancy is evaluated. Computer-assisted health education is an interactive process and simulates reality. Teenagers explore alternatives and outcomes, and experience consequences of behavioral choices. Two games were designed to promote understanding of the impact and cost of sexual behaviors and parenthood, as well as provide sexual survival skills. Educational evaluation in high schools showed improvements in knowledge and attitudes in these sensitive areas. Test instruments based on the content of each game were developed to assess the impact of the two interventions. Half of the 718 teenagers used the educational programs, and half served as matched control subjects who did not use computer games. Players rated the games highly and evaluated them positively. Measures of 19 factual and psychologic factors associated with pregnancy and parenting were separately made for control and experimental groups. Teenagers who played the games gained knowledge and positive attitude changes to a significantly greater extent than did the comparison group. "The Baby Game!" users increased their knowledge of costs of birth and of costs in money and time of child rearing. "Romance!" users would seek more professional help, had a better understanding of risk of pregnancy, learned more effective means of contraception, and had greater acceptance of oral contraceptives. Teachers and teenagers found the computer games acceptable and fun, and the games reduced counseling time in physician's offices. Computer-assisted instruction is a useful means of providing health education and a promising intervention for adolescent pregnancy.

Core Principles of Educational Multimedia

2008 ◽  
pp. 17-24
Author(s):  
G. Torrisi-Steele
Keyword(s):  
World War Ii ◽  
Learning Experience ◽  
Instructional Television ◽  
Computer Assisted ◽  
Sound Motion ◽  
The 1950S ◽  
1960S And 1970S ◽  
The 1960S ◽  
Assisted Instruction ◽  
Computer Resources

The notion of using technology for educational purposes is not new. In fact, it can be traced back to the early 1900s during which school museums were used to distribute portable exhibits. This was the beginning of the visual education movement that persisted throughout the 1930s, as advances in technology such as radio and sound motion pictures continued. The training needs of World War II stimulated serious growth in the audiovisual instruction movement. Instructional television arrived in the 1950s but had little impact, due mainly to the expense of installing and maintaining systems. The advent of computers in the 1950s laid the foundation for CAI (computer assisted instruction) through the 1960s and 1970s. However, it wasn’t until the 1980s that computers began to make a major impact on education (Reiser, 2001). Early applications of computer resources included the use of primitive simulation. These early simulations had little graphic capabilities and did little to enhance the learning experience (Munro, 2000).

Core Principles of Educational Multimedia

2011 ◽  
pp. 1354-1361
Author(s):  
Geraldine Torrisi-Steele
Keyword(s):  
World War Ii ◽  
Learning Experience ◽  
Instructional Television ◽  
Computer Assisted ◽  
Sound Motion ◽  
The 1950S ◽  
1960S And 1970S ◽  
The 1960S ◽  
Assisted Instruction ◽  
Computer Resources

The notion of using technology for educational purposes is not new. In fact, it can be traced back to the early 1900s during which school museums were used to distribute portable exhibits. This was the beginning of the visual education movement that persisted throughout the 1930s, as advances in technology such as radio and sound motion pictures continued. The training needs of World War II stimulated serious growth in the audiovisual instruction movement. Instructional television arrived in the 1950s but had little impact, due mainly to the expense of installing and maintaining systems. The advent of computers in the 1950s laid the foundation for CAI (computer assisted instruction) through the 1960s and 1970s. However, it wasn’t until the 1980s that computers began to make a major impact on education (Reiser, 2001). Early applications of computer resources included the use of primitive simulation. These early simulations had little graphic capabilities and did little to enhance the learning experience (Munro, 2000).

A computer-assisted instruction system with a vision-based interactive interface for children

2012 ◽  
Vol 6 (1-2) ◽  
pp. 172-183
Author(s):  
Hsueh-Wu Wang ◽  
Wei-Hsien Wu ◽  
Su-Ju Lu ◽  
Ping-Lin Fan ◽  
Ya-Ting Lo
Keyword(s):  
Computer Games ◽  
Game Design ◽  
Learning Motivation ◽  
Computer Assisted Instruction ◽  
Educational Game ◽  
Computer Assisted ◽  
Interactive Interface ◽  
Fourth Grade Students ◽  
Interactive Interfaces ◽  
Assisted Instruction

The current study proposes a computer-assisted instruction (CAI) system built on game design, which aims to increase students' enjoyment, motivation, and immersion. Its main objective is to evaluate the effects of CAI with different interactive interfaces in a learning environment. The authors developed an educational game with a vision-based interface and a keyboard/mouse to compare the differences in children's learning experiences when using different input interfaces. The evaluation of the proposed system was based on the questionnaire findings; the participants are 60 third- and fourth-grade students in Taiwan. The authors addressed the issue of the participants' experience in gender and personal preferences for computer games. Through the questionnaire and data analysis, this study found that a vision-based interface not only attracts the interest of children, but also stimulates their learning motivation. The findings have highlighted the value of the present CAI system with a vision-based interface and confirmed an improvement in learning motivation. Classroom observation indicates that the introduction of a CAI system with a novel interface can be a useful tool for enhancing classroom learning activities.

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