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Implementing computer assisted instruction in a multilevel -multigraded classroom evaluation /action plan

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Implementing computer assisted instruction in a multilevel -multigraded classroom evaluation /action plan

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Content IMPLEMENTING COMPUTER ASSISTED INSTRUCTION
IN A MULTILEVEL/MULTIGRADED CLASSROOM
EVALUATION/ACTION PLAN
by
Harold E. Vietti
A Dissertation Presented To
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2005
Copyrighted 2005 Harold E. Vietti
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UMI Number: 3180324
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ACKNOWLEDGEMENTS
I wish to acknowledge my wife Sheryl Brophy Vietti,
who supported and encouraged me throughout this entire
venture. Her input and patience throughout the process
was extremely valuable and helpful.
A special acknowledgement goes to Dr. Dennis
Hocevar, Dr. Bill Rich, and Dr. Carl Cohn for serving
as my Doctoral committee chairperson and members,
respectively. I would like to extend my appreciation to
Dr. Hocevar for his understanding and encouragement.
His reassuring manner helped me to persevere.
I would also like to acknowledge the USC Redding
Cohort. It was an honor and privilege to work with such
hardworking dedicated individuals. The group's positive
attitude and hardworking values, set the tone that made
this learning experience one of the most valuable in my
32 years in the field of education.
Lastly, I extend a feeling of love and respect to my
parents Pete and Ruth Vietti, because they constantly
helped me remember that our "future is based on our
present,"
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Ill
TABLE OF CONTENTS
ACKNOWLEDGEMENTS ........................................ ii
LIST OF TABLES .................................... v
LIST OF FIGURES ................ ...... . vii
ABSTRACT . ........ viii
Chapter Page
1. INTRODUCTION ..................................... 1
Problem Analysis ........................... . 6
Employee Knowledge and Skills ........... 14
Employee Motivation ....................... 15
Organizational Barriers............ 16
Student Barriers......... 17
2. LITERATURE REVIEW........ 21
Defining the Multiage Classroom ........... 21
Benefits of a Multiage Classroom . . . ..... 21
Challenges of Teaching in Multi-level
Classrooms......................... 24
The Need for Individualized Instruction ... 26
The Computer Revolution ........ 28
Living in the Information Age ........ 29
Computer Assisted Instruction in the
Classroom ............................... 30
Conclusion ................................ 50
3 . M T I ' 10 D ...................................... 3 4
P u it jo o s 0 .................................. 55
Participant and Setting Summary ...... 57
Design Summary ........................... 57
Plan for Improvement ..................... 58
Methods of Data Collection ............... 60
Data Collection Strategies ...... 62
Data Analysis ............................ 64
Quantitative Data ...................... 64
Qualitative Data ....................... 65
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XV
Chapter
RESULTS . . . B O B S . . . . . . . ® . . . . . . . . . . . . . . "
Summary of Findings .................
Quantitative Data Collection ....
Student Surveys ...... ............
Qualitative Data Collections ....
Teacher Questionnaire Response . .
Conclusion .......
SUMMARY OF THE FINDINGS ..................
Productivity and Teacher Time .......
Positive Environment for Learning ...
Using CAI to Meet State Standards ...
Limitations of the Study .............
How the Study is Related to the Research
Recommendations ...........................
REFERENCES
APPENDICES
Page
66
66
66
71
74
82
89
91
92
94
95
96
98
99
105
110
A. COMPUTER ASSISTED INSTRUCTION;
SURVEY ...................
STUDENT
111
B. INDIVIDUAL INTERVIEW QUESTIONS: STUDENT
SURVEY ................................. 113
C. COMPUTED ASSISTED INSTRUCTION: INTERVIEW
QUESTIONS, TEACHER SURVEY ............. 116
D. COMPUTER ASSISTED INSTRUCTION:
QUESTIONS, PARENT SURVEY ...
INTERVIEW
118
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V
LIST OF TABLES
Table Page
1. Fall 2004: Survey of Schools Offering
Multigrade/Multilevel Classrooms in
Tehama County ........ 3
2. California State Standards Reported by
Subject and Grade Level......... 4
3. Blueberry Elementary School Grades K-4
Classroom Demographics .................... 8
4. Blueberry Elementary Grades 5-8 School
Classroom Demographics .................... 9
5. Multiple Intelligences..................... 31
6. Pre- and Post-test Data.............. 68
7 . Means and Standards (N ~ 28)...... 70
8. Student Survey Questionnaire................ 72
9. Student Response to the Open-ended Survey
Question #1 .................... ........... 75
10. Student Response to the Open-ended Survey
Question ^2 o®oo«#o.«»o.«oo.oo«.oo».oo.*o 76
11. Student Response Open-ended Survey
Que StlOn $3 . O B O O O B O . O D O . B . O O B O . O B . B O B . . . 77
12. Individual Student Interview Responses
Questions #1 ............................ 78
13. Individual Student Interview Responses to
Question #2 ............................. 79
14. Individual Student Interview Response to
Questions #3 ............................ 80
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vi
Table Page
15. Individual Student Interview Responses to
Question 4 ............................. 81
16. Individual Student Interview Responses
Question #5 ..... 82
17. Individual Student Interview Response
Question #6 ........ 92
18. Teacher Questionnaire Question #1 ........... 84
19. Teacher Questionnaire Question #2 ........... 85
20. Teacher Questionnaire Question #3 ........... 86
21. Parent Questionnaire Question #1 ............. 87
22. Parent Questionnaire Question #2 ............. 88
23. Parent Questionnaire Question #3 ............. 88
24. Parent Questionnaire Question # 4 ...... 89
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LIST OF FIGURES
Figure
1. Pre- and Post-test Scores ......
2.Time on Task and Percentage Increase in Scores
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viii
ABSTRACT
Under the requirements of Standards-Based-
Instruction (SBI), it is difficult to insure that multi
grade, multilevel classroom teachers have enough time in
the instructional day and year to teach all of the
required state standards to each student at each grade
level. Two areas in which demands are greater include
(1) increased workload and (2) more complex class
organization time. For multi-graded classroom teachers
to be successful under the demands of standards based
instruction, it is imperative that teachers have the
proper tools and environment to provide student centered
individualized instruction.
This study provides evidence that Computer Assisted
Instruction (CAI) is an effective tool that can create
an instructional environment that provides time for
teachers to deliver grade level standards and
individualized instruction in mathematics. Pre and
post-test data indicated that students improved their
math scores by a substantial amount. Though the
improvement in scores showed no statistical difference,
meaning the study could not be generalized to larger
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populations, due to the small sample size of 28, the
calculated improvement in scores did show practical
significance (effect size >.5) indicating that the
improvement in scores had a positive effect on student
learning for the group studied. Also more importantly,
is that the teachers felt and believed that their
students were improving their skills based on the
observed results.
Surveys of students, teachers and parents,
indicated that CAI provided increased student motivation
through the use of a variety of techniques and
activities provided in the software programs. By
allowing students to work at their own pace, the
students experienced less frustration by being "held
back" or frantically trying to keep up as in the case of
a slower learner. Teacher interviews indicated that CAI
released them from the burden of instructional delivery.
They also indicated that they could customize the
curriculum to match learners' developmental needs as
well as personal interests. The most pervasive
perception among the teachers surveyed is that computers
have improved the climate for learning by increasing
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X
student motivation in mathematics for which they used
computers.
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CHAPTER 1
INTRODUCTION
No Child Left Behind, (NCLB) was signed into law
January 8, 2002. It is the latest revision of the 1965
Elementary and Secondary Education Act (ESEA) and is
regarded as the most significant federal education
policy initiative in a generation. The overall purpose
of the law is to ensure that each child in America is
able to meet the high learning standards of the state
where he or she lives. The specific goals of the law,
as spelled out in the Federal Register issued (CDE,
2004)on March 6, 2002 are:
1. All students will reach high standards, at a
minimum attaining proficiency or better in reading and
mathematics by 2013-2014.
2. By 2013-2014, all students will be proficient
in reading by the end of the third grade. All limited
English proficient students will become proficient in
English.
3. By 2005-2006, all students will be taught by
highly qualified teachers.
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4. All students will be educated in learning
environments that are safe, drug free and conducive to
learning.
5. All students will graduate from high school.
There are many small schools with less than 100
students located in the far northern California
counties. Many of these schools reside in the
mountainous areas an hour or two from any major shopping
areas. Students enrolled in these schools, often find
themselves in classrooms with students spanning several
grade levels. The chart below indicates the schools and
grade levels in Tehama County in which teachers are
assigned to teach in multi-grade level classes.
Under the requirements of NCLB, and Standards-
Based-Instruction (SBI), it is difficult to insure that
multi-grade teachers have enough time in the instruct-
tional year to teach all of the required state standards
to each student at each grade level. Teachers working
in single grade settings are quick to point out that
this prescribed curriculum is, in their view, "over
crowded" and fails to take into consideration the
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3
Table 1. Fall 2004: Survey of Schools Offering Multi-grade/
Multi-level Classrooms in Tehama County
School # of Classes
Grade
levels
# of
students
Corning Elementary 1 4-8 8
Elkins Elementary 2 K-4 8
5-8 14
Flournoy Elementary 2 K-4 20
5-8 26
Los Molinos Elementary 4 1-2 20
3-4 18
5-6 25
7-8 21
Manton Elementary 2 K-4 15
5-8 18
Mineral Elementary 1 K-4 9
Blueberry Elementary 2 K-4 20
4-8 25
Total Students: Tehama 16 245
County
considerable range of abilities and achievement levels
within a single grade classroom. Given this, the
curricular challenge facing the multigrade teacher is
quite daunting. In a multigrade classroom, the teacher
may have responsibility for a group of children who are
"officially" in two, three, four or more grades. A
multigrade teacher has the legal responsibility,
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4
therefore, of "covering" the prescribed content for 20
to 40 grade level subjects.
As indicated by (Table 1) the average class size
for a multi-graded teacher in Tehama County is 19
students. The teachers who are teaching in a multi
graded classroom are required by No Child Left Behind,
to insure that each student in their assigned classes is
competent in the academic standards at each grade level.
Table 2 below shows the number of California State
Standards that a K-4
Table 2. California State Standards Reported by Subject and
Grade Level
California state standards K-8
Grade Lang Math History Science Total
Days
of
inst.
# Std.
per
day
K 35 20 10 14 79 153 2
1 49 30 16 15 110 153 1
2 46 35 12 24 117 153 1
3 48 48 19 25 140 153 1
4 52 54 32 24 162 153 1
Total standards grades 1-4 608 153 4
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5
Table 2 (continued).
Grade Lang. Math History Science Total
Days of
inst.
#Std
per
day
5 42 39 43 35 159 153 1
6 50 50 48 35 183 153 1
7 46 55 61 45 207 153 1
8 49 25 70 47 191 153 1
Total standards grades 4-8 740 153 5
Note: The range of standards to be taught for a single grade
level class is 79 in Kindergarten to 207 in grade seven.
While the range of a multi-level classroom teacher is from 608
standards taught in Grades K-4 to 740 standards Grades 5-8.
and 4-8 grade level teacher is required to teach each
child with the expectation that the child will "master"
each standard at the appropriate grade level in the 153
days of allowable instruction time:
As indicated by the STAR Test Website, schools are
required to administer the STAR Test within a 21 day
window of 85% of the instructional year. Spring breaks
are not included in the 21 days (Educational Testing
System, 2003). This means that the testing must occur
between the 143rd and 163rd day of the school year. The
153 days in table 2, represent the window period (based
on 85% of the instructtional year) that the state man-
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6
on 85% of the instructtional year) that the state man
dates CAT/STAR testing be completed. Table 2 indicates
that K-4 teachers are responsible for insuring that 608
standards are taught and mastered while the 5-8 grade
teachers are responsible for insuring that 740 standards
are mastered prior to the CAT/STAR testing deadline.
Organizing the learning under these circumstances,
is one of the many challenges faced by the teachers in
small schools in Tehama County. Based on an informal
survey the concern of many school principals, school
board and community members, is whether multigrade level
teachers really have the time, energy and tools, to
provide enough instruction for each student to meet the
individual grade level standards.
Problem Analysis
The Blueberry School District is typical of many
small kindergarten through 8th grade schools in Tehama
County. Blueberry School District is a single K-8
district located in the foothills of the Sierra Nevada
Mountains approximately 20 miles north of Red Bluff,
California. The community is a foothill community with
some farming. Other than a small grocery store, no
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7
in either the city of Red Bluff or Redding. This may
require families to travel anywhere from 40 to 100 miles
roundtrip.
A majority of the families receive government
assistance and live below the poverty level. With the
implementation of welfare reform, (requiring recipients
to obtain gainful employment) many families left the
area to find jobs in more populated regions. As a
result, the district faced declining enrollment, losing
more than 60 students and releasing three teachers over
a 3-year period.
The Blueberry School District receives state
revenues based on the "small school funding model."
Under this model, schools receive a flat rate for the
number of students enrolled in the school. With an
enrollment of 39 students, the school generates only
enough income to employ two teachers, one full-time and
one part-time instructional aide. The teacher/principal
reduced his position to a half-time administrator and
obtained a part-time administrative position in an
adjacent county.
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The school is now left with two certificated
teachers for Grades K-8, one full-time instructional
aide, and one part-time RSP teacher sharing her time
with several other schools in the county. Teacher (A)
is currently responsible for 18 students Grades K-4,
while teacher (B) serves 21 students Grades 5-8. Listed
below is a break down of their classes:
Table 3. Blueberry Elementary School
Grades K-4 Classroom Demographics
Teacher A: K-4 classroom demographic
Grade level # of students
Kindergarten 3
1st grade 4
2nd grade 3
3rd grade 4
4th Grade 4
Total Students 18
Note: The classroom demographics show the number of students
enrolled at each grade level in Teacher A's K-4 grade
classroom.
Based on the 2003, school-wide test scores on both
the reading and math portions of the California Stand
ardized Tests, 28% of the students scored proficient or
above on the California Language Test while 43% of the
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Table 4. Blueberry Elementary Grades 5-8
School Classroom Demographics
Teacher B: 5-8 classroom demographic
Grade level # of students
5th grade 7
6th grade 6
7th grade 7
8th grade 1
Total students 21
Note. The classroom demographics show the number of' students
enrolled at each grade level in Teacher B's 5-8 grade
classroom.
Students' scored proficient or above on the California
Mathematics Test. With only two teachers, and 36
students spanning Grades K-8, the concern of the
Superintendent/Principal, is if both teachers have the
time to provide enough individualized instruction for
each student to meet the individual grade level
standards in each academic content area.
In the spring 2003, the Superintendent/Principal
was given direction from the board to research what
other small schools were doing, and to see how
instruction in a multilevel classroom could be delivered
effectively. His search led him to eScholar Academy, a
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10
Since the Blueberry School Superintendent and I had
worked on several projects together, he was familiar
with the school and the success we were having using
computers as an instructional tool to meet the various
needs of "at risk" students.
The computer assisted instructional program (CAI),
titled OdysseyWare™, which we are currently using, is a
web-based program developed in cooperation with eScholar
Academy and Pathway Publishers. The program was orig
inally designed for home school students as a way of
delivering computer-based instruction in the home. The
OdysseyWare™ delivery system is open entry open exit,
which means that the student can work at his or her own
pace and time.
The OdysseyWare™ program is broad in scope and rich
in content. It features seventeen different question
types from crossword puzzles to essays. The student's
work enhances knowledge, comprehension, applications,
analysis, synthesis, and evaluation. This wealth of
coverage makes it possible for a student to receive
entire grade levels of content. OdysseyWare™ uses a
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11
variety of teaching methods to explain concepts, provide
practical application and evaluate student performance.
The diagnostic testing procedure allows a teacher
to discover precisely what a student knows and more
importantly, does not know. The test is so thorough
that a teacher can identify specific learning skills
that the student has never mastered. Individual units
and/or lessons that teach these skills are assigned as
the starting point for each student. As a result, the
program of study is tailored to meet every student's
unique academic needs.
Success requires mastery at every level to move
forward through the curriculum. OdysseyWare™ keeps
track of correct and incorrect answers and requires
students to repeat skills not learned to improve the
level of mastery. The OdysseyWare™ program provides
teachers with a tool to help monitor student progress
therefore, allowing students to work at their own pace.
The implementation of this technology leverages the
teachers time so he/she can spend more time coaching and
instructing at each students individual academic level.
In addition, the teacher is able to provide state
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12
prescribed instruction for each grade level in the
classroom.
After spending a day observing students and working
with the program, the Blueberry School District
Superintendent made arrangements for his teachers to
spend time at eScholar Academy, to review the program
and observe students, to determine whether or not this
type of instructional approach might be a benefit to the
students in his school. After the visitation, a second
meeting was held with the Blueberry Superintendent/
Principal, teachers and the eScholar Academy teachers
and Principal, to discuss what was observed and answer
any questions about using computer assisted instruction
and eScholar Academy's approach to learning. At the end
of the second meeting, the Blueberry teachers felt that
they would like to replicate this program in their
classrooms.
The program was demonstrated to the School Board
and a third meeting was held to demonstrate OdysseyWare™
to the remaining staff, interested parents and community
members. At the end of the third meeting, a decision
was made to recommend to the Board that the district
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13
purchase OdysseyWare™ and contract with eScholar Academy
to provide training and support during the 2004-2005
School year.
Although the community (administration, teachers,
instructional aides, board and Parents) were excited
about implementing this new approach, to learning why we
felt that it would be appropriate to look at the
organization to determine how this change might be most
effectively implemented. I suggested that we use the
Clark/Estes framework to identify the gaps that would
allow the school team to make this change.
The Clark/Estes approach to educational change
evaluates the gaps between where an organization is and
where it would like it to be in the future. There are
three causes of performance gap and these three critical
factors must be examined during the analysis process:
(a) employee knowledge and skills; (b) motivation to
achieve the goal; and (c) organizational barriers, such
as lack of necessary equipment and missing or inadequate
work process (Clark & Estes, 2002).
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14
Employee Knowledge and Skills
The process by which reform takes place must be
sensitive to the needs of the teachers. Any reform
effort is perceived as hard work and teachers' assurance
that it will bring about results. The two teachers
remaining at the school have been with Blueberry school
for over 15 years. They have both adapted well to the
change in population and individual teaching assign
ments. Both teachers are flexible and willing to learn
new ideas and strategies.
Efforts thus far toward changing instruction have
been positive. In 1987, the school implemented "Reading
Mastery," a program that focuses on direct instruction
in small groups. This program organizes students in
groups (school-wide) by ability. The program uses
"direct instruction," and focuses on individual
student's reading skills and abilities. School-wide,
one hour a day, is devoted to teaching reading. The
entire staff (including teachers, aides, and support
staff) is assigned small groups to provide instruction.
The "Reading Mastery" program is perceived by staff,
students, board and community as positive. Based on
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15
assessment data, students are making great leaps in
reading comprehension. During the past 14 years, this
program was the last major change that was implemented
by the district.
The major challenge facing Blueberry Elementary
Valley School is the nature of the technology-based
reform, which is how to approach student learning from
being the "sage on the stage," to a teacher coach where
the student takes responsibility for doing and learning
the work. The teachers want to take advantage of
available technology, but lack sufficient time and
training to incorporate it into their teaching. The 5th
to 8th grade teacher knows very little about computers
and is somewhat afraid to implement them in his
classroom; while the K-4 teacher feels much more
confident and loves to use computers as part of her
daily work.
Employee Motivation
For this change to be successful, a shared vision
among the school, community and district must be
developed and this group must drive the process. The
shift associated with this particular change may seem
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16
overwhelming, especially for teacher (A) who does not
feel comfortable with change in general. Teacher (B),
however, loves to work with computers and uses it as
part of her regular class instruction. The instruct-
tional aide and part-time Special Education Teacher also
feel competent with computers, and feel that this new
approach will help teachers individualize instruction
for their students.
Organizational Barriers
The success of this change lies in the ability of
the district to purchase the necessary equipment and
network infrastructure, so that each student has access
to a computer on a daily basis. The Blueberry Valley
Board of Trustees is in full support of the project. At
an April 2003 Board Meeting, the Board authorized
$25,000 to purchase the computers, network server,
software, training and assistance expertise to install
the system. The Board agreed to purchase the computers
and install the network by June 2004.
Arrangements were made to begin training during the
first week of August 2004. Teachers, Instructional
Aides, interested community and board members
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17
participated in three days of training. Although there
appeared to be some apprehension, the teachers, aides,
board and community members are excited about how this
new resource might help their students receive more
consistent individualized instruction. As one board
member said, "The proof is in the pudding."
Student Barriers
It is important as we look at this change to
determine the characteristics of the students that we
are trying to reach, and determine whether or not they
are ready to use technology as an instructional tool.
To answer this question, it is helpful to review recent
surveys about who today's students are (Bunton & Pozo-
Olano, 2003).
1. Today's students are:
a. Born between 1976-2000
b. The Millennial Generation
c. Largest generation: 36% of the
population
d. 31% are minorities more diverse than the
adult population
e. Have come of age along with the Internet
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18
f. Information has been universally
available and free to them
g. Community is a digital place of common
interest, not just a shared physical
space.
2. Even young children (ages 2-6):
a. 72% of all first graders used a home
computer during the summer on a weekly
basis.
b. Over 85% of young children with home
computers used them for educational
purposes.
c. By 1999, 97% of kindergartners had access
to a computer at school or home.
d. 35% of children ages 2-5 use the Internet
from any location.
3. Internet is a medium of choice
a. Children and teenagers use computers and
the Internet more than any other age
group. Ninety percent of children
between the ages of 5 and 17 use
computers.
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b. In 2003 the time spent on the Internet
exceeded the time spent watching TV for
ages 13-24.
4. Online teens
a. 71% of online teens say they relied
mostly on Internet sources for the last
big project they did for school.
b. 94% of online teens report using the
Internet for school-related research
c. 74% of online teens use instant messaging
d. The number of children ages 4-18 who own
at least one wireless device (e.g., cell
phones, PDAs) grew from 32% in 2002 to
43% in 2003; 13% of those age 7 and under
own a wireless device.
The research above supports an informal survey of
Blueberry Elementary School Students that was taken in
the spring of 2004. The survey indicated that:
1. Eighty percent of the students have and used a
computer at home.
2. One hundred percent of the students have used
them at school to either play educational games that
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20
focus on skill level drill and practice or research on
the internet.
3. One hundred percent of the students have
searched the internet at least once.
4. Forty percent of the students use their
computers at home to send email to friends and
relatives.
Both the K-4 and the 5-8 grade teachers expect that
the students will like using this new approach to
learning.
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21
CHAPTER 2
LITERATURE REVIEW
Defining the Multiage Classroom
While there are different names and forms of
multiage classrooms, the essential concept involves
combining different grade levels or age groups within
one classroom. The most common form is a split grade in
an elementary school, which is taught by one teacher for
all or most of the time. Split-grade classes usually
consist of students from two sequential grades within
one classroom, for example Grade 2/3 or Grade 4/5, or
some other combination. Split-grade classrooms are one
type of configuration within multiage classrooms, which
might include children with a range of ages, going as
far as the one room K-12 school. There are two reasons
why multiage classes exist: (a) one reflects a
philosophy, and (b) the second relates to administrative
considerations.
Benefits of a Multiage Classroom
The philosophy that students benefit from the range
and diversity possible with multiage groupings is
reflected in the work of Gaustad (1997), who argued that
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research indicates that heterogeneous grouping promotes
cognitive and social growth, reduces antisocial
behavior, and facilitates the use of research-based
developmentally appropriate instructional practices,
such as active learning and integrated curriculum. The
wider range of ages and abilities in a multiage class
room discourages misleading age-graded expectations and
helps teachers focus on students' individual learning
needs (Gaustad, 1997). This reflects a deliberate and
systematic mixing of students of different ages as
desirable and as beneficial to students. Gaustad's work
was supported by the findings of Feldman and Gray
(1999), who found four benefits for students in such
classrooms:
1. Younger children actively use older children
to develop skills and to acquire knowledge.
2. Mixed-age play offers unique opportunities for
creativity and the practice of skills.
3. Age mixing provides opportunities for children
to find others of matching abilities.
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23
4. Older children actively assert responsibility
for younger ones and develop an increasingly
sophisticated understanding of that responsibility.
Multiage or nongraded classrooms tend to have "an
individualized, developmental focus, manifest in contin
uous progress rather than lock-step, graded curriculum
for a class group of students varying in age" (Russell,
Rowe, & Hill, 1998). The focus identified by Gaustad
and by Russell represents an important conceptual
foundation of multiage classrooms. It reflects an
emphasis on students' individual needs and progression,
with a style of pedagogy to support such needs, rather
than the whole class progression through a prescribed
curriculum at the same time and pace.
It could be argued that the individualized approach
appears out of step with many current provincial, state,
or national policies, which stress grade-and age-level
curriculum and outcomes, and which prescribe required
measurements of such outcomes either through standard
ized tests or by the use of large-scale assessments.
The standardized testing movement favors just an
approach (Russell, Rowe, & Hill, 1998).
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24
The second reason for the existence of what are
usually defined as multigrade classes is more mundane,
far more common, and was stated by Veenman (1995) to be
"an administrative device used to cope with declining
student enrollment or uneven class size." In this
context, classes are combined because there are simply
not enough students to form a single-grade class, for
either of the two reasons stated by Veenman, or because
of a school's isolation, where combining grades may be
the only economically viable option. By combining
grades, small rural schools can continue to exist within
a community, thereby making the community more cohesive
and viable. All of the schools who were surveyed in
Tehama County with split level classes are designed
because of an administrative decision to adjust for
declining enrollment and keep costs down.
Challenges of Teaching in
Multilevel Classrooms
Organizing learning is one of the many challenges
faced by primary teachers. Multilevel classes or grade-
less classes challenge teachers' ability to plan,
organize, manage and monitor children's work (Veenman,
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25
1997). Thus the task for teachers is not only very
challenging but demanding also (Mason & Burns 1996).
They also state that the focus on the quality of
instruction is lower in multigraded classrooms. Their
case is not that teachers in such classes are inferior,
but that the demanding nature of multigrade teaching
reduces the quality of instruction.
They identify two areas in which demands are
greater: (a) increased workload (more preparation,
grouped instruction, teaching time), (b) more complex
class organization (less instructional time, (c) less
individual attention, and (d) greater management
demands). They claim that teachers are faced with
delivering two different curricula to students of twice
the age range in the same amount of time. The two
curricula that are part and parcel of these classes
require more preparation, more grouped instruction, and
more teaching time on the part of the teachers. Teacher
stress is exacerbated, and curriculum coverage and
adaptive assistance are diminished, with negative
outcomes (Mason & Burns, 1996).
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26
Based on my 12 years experience as a K-12 principal
who has supervised many teachers assigned to multi
graded classes, it is my observation that a multi-level
classroom teachers worst nightmare is not having enough
time to meet each student's individual needs. I have
also found that the knowledge required to work
effectively within such classrooms could not be gathered
via textbooks, teaching methods, curriculum, teacher's
guide, but through the experience of providing
instruction at many levels.
Considering the mandates of No Child Left Behind,
and the numerous state standards at each grade level,
the multigrade classroom teacher has an impossible task
at best. For multi-graded classroom teachers to be
successful under the demands of teaching grade-level
standards to each student at his or her grade level it
is imperative that teachers have the proper tools and
environment to provide student centered individualized
instruction.
The Need for Individualized Instruction
Alexander the Great benefited, by having a king,
Philip of Macedon, for his father. The king was astute
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and had the power and foresight to recruit the brightest
person in the known world, Aristotle, as the private
tutor for his son. Not everyone can have a king for his
father but everyone today can have a private tutor with
even more knowledge than Aristotle. This tutor is a
computer. Bennett (1999) states, "Of all the advantages
that computers will deliver to education, the foremost
will be their capacity to act as individual tutors"
(p. 34).
In his book Computers as Tutors, Bennett (1999)
proposes that computers make ideal tutors. He states
that computers can provide exceptional advantages for
learning. Let us suppose that each of us could choose a
perfect mentor for our child. We would select one who
was knowledgeable in all subjects and who could tailor
courses to the child's individual needs and abilities.
We would want the tutor to be aware of precisely what
the child knew to prevent undue repetition, while
ensuring that all necessary instruction was provided.
We would pick one with enough time to give the pupil
individual attention whenever needed without holding up
other students.
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28
We would require this idealized teacher to have the
flexibility to instruct a little differently sometimes
when the child forgot something or had difficulty in
grasping a point. Our child, of course, would never
fall behind because of sickness or absence. The private
tutor would always start the next class exactly where
the previous one had ended.
The Computer Revolution
Not so long ago, the microcomputer was a rare and
exotic sight in American classrooms. Then, during the
1970s, many schools began acquiring microcomputers,
putting them to use for instruction, drill, and
practice, recordkeeping, and other applications. The
use of microcomputers expanded rapidly during the 1980s.
Between 1981 and the end of the decade:
1. American schools acquired over 2 million
microcomputers.
2. The number of schools owning computers
increased from approximately 25% to virtually 100%.
3. More than half the states began requiring— or
at least recommending—preservice technology programs for
all prospective teachers (Kinnaman, 1990).
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29
"The 'information age' has clearly arrived," notes
Kinnaman (1990), "... and in the 1990s, the educa
tional use of computer technology will surely continue
to grow." "There was a time when computers were a
luxury item for American schools, but that time has
clearly passed. While this is no doubt an accurate
prediction, many educators, legislators, parents, and
researchers have expressed concern about the educational
effectiveness of using microcomputers in schools
(Cotton, 1991).
Living in the Information Age
To be truly effective educators, teachers must
recognize the implications of living in an Information
Age and adapt their instruction to meet the individual
needs of all students. Understanding the ways in which
learners learn best will help in choosing appropriate
computer assisted instructional applications to optimize
individual student learning (Cotton, 1991). The key to
effectiveness of educational technology, such as
computer assisted instruction, lies in the recognition
by the teacher and student that all people have learning
strengths and weaknesses (Edwards, 1995).
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30
Gardner's "Theory of Multiple Intelligences" (Table
5) encourages educators to start thinking of
intelligence as a set of many different abilities and
skills that help an individual learner comprehend,
examine and respond to many different types of content
in order to solve problems or to make something that is
valued in one or more cultures (Checkley, 1997).
Dr. Gardner suggests that each person possesses
several of the eight multiple intelligences listed below
to respond to different kinds of content. An overview
of the eight Multiple Intelligences areas follows.
Computer Assisted Instruction
in the Classroom
A key to effectiveness of educational technology,
such as Computer Assisted Instruction, lies in the
recognition by the teacher and student that all people
have learning strengths and weaknesses (Edwards, 1995).
For too many years, teachers have been relying on
classroom resources that only stimulate verbal/
linguistic, visual/spatial learning mathematic/logical,
and one some occasions behaviors.
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31
Table 5. Multiple Intelligences
Intelligences Description
Bodily/kinesthetic The ability to use one's body, or
parts of one's body, to solve a
problem, create something, or put on
a production
Interpersonal The capacity to understand,
communicate, and relate to other
people and groups
Intrapersonal The ability to understand yourself
and relate to one's immediate
surroundings
Logical/mathematical The capacity to manipulate numbers or
understand causal systems
Musical/rhythmic The ability to think in musical
terms, hear and recognize patterns,
discriminate between sounds, and
create music
Naturalist The ability to discriminate among
living things and to be in touch with
one's natural surroundings
Verbal/linguistic The ability to use language, both
oral and written, effectively
Visual/spatial The ability to think in pictures,
images, shapes, and patterns
For students, most of a typical school day is spent
listening to unidirectional lectures, taking notes
completing worksheets, and taking memorization driven
tests. Both student and teachers must find active ways
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32
to tailor each individual's multiple intelligences to
best acquire new concepts, ideas and knowledge. What
better way to do this than introducing computer assisted
instruction in the classroom?
Computers are found just about everywhere in
industrialized nations, at home, school, work, vacation
spots, cars, planes, and some computers are even
attached to human beings. Since the human brain and
multimedia applications work in similar ways, it makes
sense to incorporate biology with technology to stimu
late better learning among students. Computer Technol
ogy Research (CTR) supports the effectiveness of
computer assisted instruction as a powerful tool in
ensuring student's ability to remember and retain
information (Hofstetter, 1997). Recent findings in
brain research suggest that this is especially true when
the student is engaged in activities that draw upon
his/her multiple intelligence strengths.
Businesses and other organizations throughout the
world have made gigantic strides as a result of better
applications of technology. Schools, despite their
acquisition of millions of computers, waddle along as
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they have for eons (Bennett, 1999). They waste the
power of these machines and reap negligible educational
benefits as shown by the lack of improvement in overall
test scores. Today's technology, if used differently,
could bring advances that would improve education
dramatically. Ordinary students would make massive
gains and restraints on bright students would dissolve
(Bennett).
Because the acquisition of computer hardware and
educational software programs involves a considerable
monetary investment, educators want assurance that
computers in the classrooms are more than expensive and
entertaining toys; they desire evidence that educational
microcomputer use truly enhances learning in demon
strable ways (Cotton, 1991). Fortunately, a great deal
of research has been conducted during the 1970s, 1980s,
and early 1990s on the effects of computer use on
student achievement, attitudes, and other variables,
such as learning rate (Cotton, 2001).
This research covers a wide range of topics, from
computerized learning activities that supplement
conventional instruction, to computer programming, to
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34
computerized recordkeeping, to the development of
databases, to writing using word processors, and other
applications. The focus is the most commonly used and
most frequently researched kind of educational computer
use— computer-assisted instruction (CAI). Computer-
assisted instruction (CAI) is a narrower term and most
often refers to drill-and-practice, tutorial, or simu
lation activities offered either by themselves or as
supplements to traditional, teacher directed
instruction.
Computer Assisted Instruction falls someplace
between having expert humans as teacher or coaches and
being your own teacher. Certain aspects of an expert
teacher can be incorporated into CAI. The interactive
nature of CAI means that you and the expertise in the
CAI materials can work together to assist you in your
learning. Historically, early CAI tended to fall into
one of two categories. Some of the very first CAI
materials were simulations developed by and/or for the
military. These were expensive to develop and required
the use of very expensive computer systems, but they
were successful. Flight simulators provide an excellent
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35
example. The second category of CAI materials were
relatively inexpensive drill-and-practice programs.
These were based on behavioral learning theory and were
often mundane. For example, many different drill-and-
practice programs were developed to help students learn
to do paper-and-pencil arithmetic. CAI has improved
over the years.
The improvement is based on continuing research on
human learning as well as on the development of better
hardware and software. For example, there are now many
examples of tutorial software that incorporate both
behavioral learning theories and cognitive learning
theories. Better hardware and software have led to
hypermedia CAI systems that are very impressive. As
they are used, data is gathered on how well they work.
Analysis and use of this data by the CAI developers
leads to incremental improvements on a continuing basis.
There is no doubt that CAI will continue to grow in
importance as a component of our educational system
(Cotton, 1991) .
There has been an extensive amount of research on
CAI (Kulik, 1994). The results of using CAI vary with
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36
the quality of the instructional materials, the area
being studied, and the learner. However, the research
suggests that on average, students learn faster (perhaps
30% faster) in CAI environments, as compared to conven
tional instructional environments. Similar research
suggests that on average, students learn as well or
better in CAI environments, as compared to conventional
instructional environments. The implications for
educators and decision makers indicate that the use of
CAI typically has the following positive impacts (Kulik,
1994):
1. Students learn more in courses which involve
CAI
2. Students learn more in courses which involve
CAI
3. Students learn faster in courses which involve
CAI
4. Students have more positive attitudes towards
instruction in courses which involve CAI
5. Student have more positive attitudes towards
the computer as a result of courses which involve CAI
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37
6. Students attitude towards subject-matter is
unaffected by the use of CAI
According to Kulik (1991), few innovations have
effects as large as those of computer tutorials. Kulik
also found that software classified as drill-and-
practice significantly improved achievement test scores.
In some research studies, the students learned the
same amount of material in less time than the tradition
ally instructed students in others; they learned more
material in the same time. While most researchers do
not specify how much faster CAI students learn, the work
has led them to the conclusion that CAI users sometimes
learn as much as 40% faster than those receiving
traditional, teacher-directed instruction (Capper &
Copple, 1985) .
By automating repetitive tasks, computer technology
increases the efficiency of personalized system of
instruction (PSI). Students proceed through course
material at their own pace by writing unit assignments
on study questions or problems designed to initiate
student inquiry (Keller, 1968). In addition, an added
benefit of computer technology is that the students do
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38
not all have to be at one specific location at one
specific time— they can do their assignments and their
peer reviewing in a virtual environment (Pear & Crone-
Todd, 1999).
A method called computer-aided personalized system
of instruction (CAPSI) used at the University of
Manitoba incorporates the above ideas to actively engage
students in the learning process in a virtual environ
ment (Pear & Crone-Todd 1999). To ensure high-quality
student involvement, CAPSI has built-in quality control
procedures. The program requires that a student's unit
assignment be evaluated by the instructor and or peer
reviewers. In addition, all assignments are automatic
ally recorded for the instructor to sample and evaluate.
There is also a built-in appeal process for arguing the
validity of a given answer or solution (Pear & Crone-
Todd, 1999).
Over the last 10 years, online instruction has
opened the world to all learners, not just home schooled
students. In the future, online courses will continue
to be developed and delivered to younger audiences
starting as early as Kindergarten. Universities across
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39
the world are currently offering online courses as a
main stay of their curricula. Some university classes
offer virtual, onsite instruction wherein all students
have a wireless laptop and the instructor directs
research to the entire class, which allows primary data
to be collected and analyzed with all students simultan
eously. This model is being followed and adapted to the
home schooled student. High school students can earn
credit state by enrolling in courses offered over the
Internet by the state's "Florida Virtual Schools"
Program. The states of Illinois, Texas, Idaho, and
Colorado are also in the development phase or have been
of offering virtual high school curricula since 1998
(Greenbush, 2003).
Online course offerings are a natural portal into
the international classroom. The structure supports
independent study, which allows students to download
course material, interact with fellow students and
teachers (creating a virtual classroom), establish
Internet research links and complete collaborative
projects together. At a meeting I attended to develop
strategies for developing a California Virtual School
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40
system, Lisa Gillis stated, "Home-schooled students are
some of the most computer literate in the United
States". They have learned how to master the Internet
to create, support and extend lessons (Gillis, personal
communication April 18, 2003; November 2004). "In our
independent study model at Mark West, we offer one day
of instruction on campus" (Gillis, personal communica
tion April 18, 2003; November 2004). Recently, our lst-
3rd graders were studying geography and U. S. Presidents.
As part of the extension lesson, the children were
instructed to go on a virtual tour of the White House
through the Internet. It was a powerful., visual
learning experience (Gillis, personal communication
April 18, 2003; November 2004).
Mixing direct instruction, self-directed learning
projects and technology touches on the broadest approach
to putting education within every child's reach.
Research has proven that the use of the computer as a
learning tool increases absorption and retention of
material. Dr. Kathleen Cotton (1991), in her school
improvement research series notes several findings
(Cotton, 1991):
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41
1. CAI (Computer Assisted Instruction) produces
higher achievement than the use of conventional
instruction alone.
2. Students learn material faster and retain it
longer with CAI than with conventional instruction
alone.
3. CAI leads to more positive attitudes towards
course content, quality of instruction, school in
general and self-as-learner-than conventional
instruction alone.
Benefits of computer assisted instruction include:
1. Gives immediate feed back,
2. Allows the lesson to be taught in small
increments,
3. Gives a sense of control over learning and is
excellent for interactive drill and practice
E-mail is another technological tool that will
continue to increase in popularity with students and
their teachers at school. The benefits are great.
Students can e-mail questions and problems to the
teacher at any time of the day and night (Goldberg &
Richards, 1995) . Instead of making an appointment and
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42
having a face-to-face meeting, most concerns can be
taken care of quickly and efficiently by both parties.
Email also reduces paper and photocopy costs. Effici
ency of communication between teachers, students and
parents is greatly increased. It will continue to
become an integral part of learning and communication
patterns (Goldberg & Richards, 1995).
Voice recognition software is another emerging
technological tool that will aid in the instruction of
students. This is evident by the software that is
available to the consumer to learn a foreign language
(Bishop, 1998). Learning a foreign language is one
example where this technology will excel. Through the
software and computers, students will be allowed to
interact with native speakers of the language they are
learning. Visual assistance can be provided so that the
student can view appropriate nonverbal messages and body
language when using certain phrases. An oscilloscope
readout displaying the voice inflections of the novice
speaker will be shown on the computer until conversa
tions are mastered (Bishop, 1998).
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43
This past year, I have spoken to several sales
representatives who were selling voice recognition
software to help ESL students learn English. Their
selling point was that the software will save the dis
trict money, as it removes the need to hire a language
specialist. These types of software are designed to be
interactive and can be used in the classroom with the
regular classroom teacher. It seems like a perfect
augmentation for instruction.
In 2000, Lisa Gillis, Home School Director piloted
a virtual instruction project through the Santa Rosa
County Office of Education. She states, that she field-
tested the practicality of integrating online, real-time
instruction over the Internet. "I enrolled two students
in the class, designed the course and implemented it
online" (Gillis, personal communication, April 18, 2003;
November 2004). The prospects for future development
were exciting. In this model, the students and her
logged into a virtual classroom together. Mrs. Gillis's
screen was the teacher screen, and the students saw what
the teacher was seeing. Mrs. Gillis and the students
communicated via headsets over phone lines. They
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44
carried on three-way conversations regarding what was
happening on the screen. Lisa states, "I could
relinquish "the floor" to a student, at which time his
screen would pop up on all of our computers" (Gillis,
personal communication, April 18, 2003; November 2004).
She had each student prepare a demonstration to watch
during the lesson and directed them to access the
Internet for research.
Lisa stated, that the advantage of using this model
was "clearly seen." The pilot was a success, as our
purpose was to see if this business technology could be
transferable to education. Lisa states, "The answer:
undoubtedly "yes"! Lisa also stated that there were a
few bugs to work out. The main drawback was the fact
that "we all had to log into a "hub" from the company."
It was not free or unlimited access. It was expensive
and we had to make appointments to use it within a
specified time period. She also stated that when the
time expired, they lost communication regardless of
whether or not they had completed the lesson. While the
concept proved to be successful, that particular
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45
software and company was too cumbersome for widespread
implementation.
Currently, several models exist to provide virtual
computer based instruction. One school, K-12, was
founded by Dr. William Bennett (K-12 Education for a
Lifetime, 2000). The goal was to create a world-class,
traditional program in education--one that would empower
parents to be effective teachers and empower students to
explore the world around them thoughtfully. They offer
standards-based content, 600 lessons per grade level,
books, online lessons, assessments, planning tools,
Internet connection, memory and downloadable software.
They have a private program and a charter school program
(K-12 Education for a Lifetime, 2000) .
For those states that offer the charter school
option, there is no tuition and the school is funded by
the state. Where the charter school option is not
available, parents pay tuition like they would to a
private school. Parents can also choose between a
complete program and individual course. As enrollment
in home schooling increases, virtual academies will
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46
continue to expand and operate to accommodate parents
and students.
In the next decade, educational reform is likely to
have several common themes relevant to the role of
principal as an educational leader:
1. Standards for student results are increasingly
going to be defined and assessed at the system level
with improved technology (Tucker & Codding, 1998b).
2. The shift from a rule-driven to a results-
driven system will intensify (Marsh & Codding, 1998).
A November 3, 2004 eSchool News article refers to a
government study released October 29, 2003 by the
National Center for Educational Statistics (2003),
titled "Computer and Internet Use by Children and
Adolescents," which provides proof of the important role
schools play in closing the technology-access gap
between children from low-income backgrounds and their
more affluent peers.
The study also points to the need for teachers and
school leaders to incorporate computers and the internet
more fully into students' daily experiences (eSchool
News Staff, 2003). The study goes on to say that 90% of
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people ages 5 to 17 use computers, and 59% of them use
the internet— rates that are, in both cases, higher than
those of adults. Even kindergartners are becoming more
plugged in: One out of four 5-year-olds uses the
internet "Children are often the first adopters of a lot
of technology," said John Bailey, who oversees educa
tional technology for the department. "They grow up
with it. They don't have to adapt to it. . . .
Students, by and large, are dominating the internet
population" (eSchool News Staff, p. 4).
From rural areas to the suburbs to cities, almost
every public school is wired for the internet. Ninety-
four percent of schools now connect using broadband and
schools now have one computer with internet access for
every 5 students, the research shows. As a result, more
children and teens use computers at school than at home
(eSchool News Staff, 2003) .
According to the eSchool News article (2003), at
Waston Lane Elementary in Louisville, Kentucky, a 5-
year-olds spend 15 minutes a day on the computer,
listening to stories and pronunciations of letters.
They also practice computer skills by coloring the
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electronic way—clicking on colors to fill in shapes.
The report on computer and internet use by children and
adolescents was based on September 2001 interviews
conducted with members of about 56,000 households. The
report about internet access in public schools was based
on a fall 2002 survey to a representative sample of
schools in the 50 states and the District of Columbia.
(eSchool News Staff)
Today we need an educational system designed for
learning, not sorting. When we hold time constant, we
force achievement to vary we force some children to be
left behind. The alternative is to hold achievement
constant (all students are required to reach standards)
which requires time to vary. This means we need to
rethink the grammar of schooling that says we organize
children into a classroom in which all children learn
the same thing at the same time and that says we have
grade levels with promotion from one to another based on
calendar time. Without such fundamental changes in the
grammar of schooling, children will continue to be left
behind, no matter what else we do.
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49
Every good teacher wants to find better ways to
motivate students and inspire quality learning in the
classroom. If teachers accept Dr. Gardner's Theory of
Multiple Intelligences, then they accept that all people
are different and that educators should respect value
and nurture that diversity (Edwards, 1995). Since
understanding how students learn is the crucial step in
providing a quality education, offering them different
opportunities to draw upon their multiple intelligences
strengths is an excellent way to ensure quality
learning.
Knowing that the brain behaves very much like a
computer, where data is constantly entered, stored,
linked and retrieved, it only makes sense to integrate
computer software and applications to pique students'
intelligences and learning behaviors (Edwards, 1995).
Current research suggests that the brains of today's
students are perfectly wired to navigate through
multimedia applications. Studies further suggest that
students learn better when engaged in lessons involving
well-developed multimedia resources (Edwards, 1995) .
The use of such learning opportunities would certainly
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50
empower students and give them the chance to develop the
self-confidence, knowledge and skills necessary to
survive in this information Age and inspire them to
become life-long learners (Edwards, 1995).
Conclusion
Technology, specifically computer assisted
instruction, provides a unique opportunity to improve
student performance in problem solving and learning.
When a teacher seeks the appropriate training and learns
to use technology effectively, the focus in his or her
classroom shifts away from teacher-centered instruction
to a learning environment that is more student-centered
and flexible.
To make this change, requires fundamental changes
in the use of talent and technology. If different
students are attaining standards at different rates and
ties, instruction must be customized rather than
standardized. This means that both the teacher's role
and the student's role have to change. The students
need to become knowledge workers, while the teachers
become managers and coaches.
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51
Statham and Torell (1996) have identified the
essential conditions necessary to maximize student
achievement:
1. Better access to technology. In order to
become an integral part of students' learning, computers
need to be available for individual student use during
extended periods of time. Currently, student access to
computers is estimated to be less than one hour per week
(4% of total instructional time).
2. Updated systems. Electrical and communication
systems must be updated in order to maximize the
benefits of computer technology.
3. Learning environments. Computers must be
viewed as learning environments with multiple
capabilities to support and enhance student learning as
an important medium for instruction.
4. Professional development. Teachers must be
provided with instruction and practice in integrating
the curriculum with the technology and become familiar
with hardware and software.
Research and trends show that technology applica
tions have been heavily influenced by reform movements
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within education, cognitive science, learning theories,
and societal/cultural demands. A review of research
shows, that technology can and does help students
develop all kinds of diverse skills from the basics to
higher-order thinking. However, for technology to be
truly successful, schools need to maximize the
effectiveness of their investments in technology by
using it in a spectrum of ways.
Effective technology (a) uses minimally require
employing research and best practices to match
technology software to the curriculum and the
developmental needs of learners, (b) to customize
content area learning, (c) to enrich learning
experiences with communications and links to others
beyond the school walls, (d) to offer new learning
opportunities, and (e) to help learners see the value of
learning by applying knowledge and skills to real-world
tasks (Moller, 1988).
Numerous recent events have pointed out how inter
related schools and society are and how we cannot think
of education in isolation of society any more than
society can consider itself in isolation of schools.
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The rapid and ongoing pace of technological changes has
shortened the life cycles of products, processes, and
information exchanges, leading to new discoveries and
insights about the world. Today's children need to be
connected to this world in order to receive a useful
education and to prepare them to deal with it when they
graduate.
Computer uses and expectations in schools have been
and are evolving as technology, connectivity, and soft
ware change. Schools will continue to be at different
stages of technology implementation as long as there are
disparities in access to professional development and
resources. The research shows that political, educa
tional, and public commitment is turning toward imple
menting technology more effectively to ensure that it
does indeed enhance student achievement.
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CHAPTER 3
METHOD
This study was undertaken at a time when:
1. Schools were being held increasingly account
able for student growth to justify investments and
strategic direction. Limited resources, coupled with
indications that American students are not performing
well in comparison to many other industrialized nations,
have resulted in a felt need to find better methods for
gauging student learning.
2. Schools were being encouraged to undergo
structural reforms and to look for new models of
envisioning education. Examples include, multidisciplin
ary teaching teams, renewed emphasis on problem solving,
critical thinking skills, and individualized instruct-
tion. Many of these reforms are based upon sound
research on learning, classroom processes, and organiza
tional design.
3. Advances in technology opened up possibilities
of improved delivery, management, and evaluation of
instruction. Computer hardware and software continues
on its steady move toward dramatically improved quality
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55
with costs holding relatively constant. As technology
grows in power and flexibility, relevance to education
increases.
Purpose
The purpose of this study was to determine if
computer assisted instruction (CAI) can create an
instructional environment that will provide time for
teachers who teach in multilevel, multigraded class
rooms to deliver grade level specific instructional
standards that are specific for each student at his or
hear on grade level, pace, time and skill level. The
goal was to create a learning environment that consisted
of the following three components:
1. Instruction that was continuous, not dependent
on time and place. Students had access to the curricu
lum 24 hours a day, 7 days a week.
2. Curriculum that was relevant where the content
and curriculum was current and meaningful and relevant
to today's learner.
3. Curriculum that was adaptive where instruction
adapts to the needs of the individual learner. Each
student worked at his or own pace and grade level
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56
depending on pretest results. Progression through the
skills and standards were based on mastery at each grade
level.
This mixed method study approach evaluated the
effects of OdysseyWare™, an online computer assisted
instructional program, which was implemented in two
multi-graded teachers classrooms at Blueberry Elementary
School. Classroom A consisted of 10 students Grades K-
4, while Classroom B consisted of 22 students Grades 5-
8. Specifically, the study was designed to answer the
following questions:
1. Is an online computer assisted instructional
program (CAI) an effective way of delivering
individualized instruction in a multilevel multi-graded
classroom?
2. Does the use of CAI as an instructional tool,
free up teachers to work with students on a more
individualized basis?
3. What attitudes, thoughts and feelings do
studentsr teachers and parents have as it relates to the
use of the computer as an instructional tool?
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57
4. Do students enjoy using computers as an
instructional tool?
5. Can State instructional standards be taught
effectively using CAI as an instructional tool?
Participant and Setting Summary
The study took place at Blueberry Elementary School
over a 4-month period, September 6 through December 14,
2004. All 32 students Grades 3 through 8 began the
study. During the study window period, however, 3
students, 2 (K-3rd), and 1 (6th grade) student moved
after the second week, and 1 (7th grade) student was sent
to the community day school located outside the
district. As a result, 23 students remained at the end
of the study.
Design Summary
The study followed the steps of Deming's (2004)
"Plan-Do-Check-Act Cycle," which outlines a critical
path that organizations should follow to achieve total
quality management (TQM). Organizations that use this
cycle will constantly define and refine themselves as
they meet their customers' needs and wants. This cycle
can be applied to planning, problem solving, and
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58
decision making in almost any setting whether for
solving problems in the classroom or creating a
district-wide strategic plan.
The Plan-Do-Check-Act Cycle follows these steps:
(a) Plan a change aimed at improvement, collect data,
and establish a timetable; (b) Implement the change or
test on a small scale; (c) check the results of your
actions. What did you learn?; (d) Act to apply the
change or abandon it, or run through the cycle again
under different conditions. Using this model as a
guide, listed below is the plan for improvement.
Plan for Improvement
Beginning fall 2004, all of the students in Grades
3-8 were selected by their classroom teachers to
participate in this study. All of the students were
assessed in mathematics using the assessment built into
the OdysseyWare™ software program. Based on the pretest
results, students were placed at appropriate levels in
the website version of OdysseyWare™. Each student was
provided with an individual educational plan which
indicated which standards shall be mastered by December
16, 2004.
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59
Each day during their regular math period, the
students logged in to OdysseyWare™ for a 45-minute
session. A certificated teacher employed by eScholar
Academy, worked with the students providing coaching,
answering questions monitor progress and tutoring. In
addition, the student's teachers, principal and parents
had access to their child's work on a daily basis.
To determine success, the students were monitored
based on the "8 Steps to Student Success" below
(Barksdale & Davenport, 2003):
Step 1. Disaggregate Test Data: State Standard
test scores were disaggregated to identify instructional
groups and identify weak and strong objective areas.
Step 2. Develop Instructional Timeline: An
instructional timeline was developed for each student
that will encompass all objective areas and time
allocations based on the needs of the student and the
weight of the objectives.
Step 3. Instructional Focus: Using the instruc
tional timeline a focus sheet was developed for each
student with the objectives, target areas, instructional
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60
dates, and assessment date. The lessons will be
delivered by the software program.
Step 4. Frequent Assessments: After each
instructional focus is taught, an assessment test was
administered to identify mastery and non-mastery areas.
Step 5. Tutorials: Students received individual
tutoring when mastery was not attained.
Step 6. Enrichment: Students who achieved mastery
were provided with enrichment activities.
Step 7. Maintenance: Skills taught were
reinforced on a continual basis.
Step 8. Monitor: The process was monitored by the
Principal and me as the consultant through out the
study.
Methods of Data Collection
Three types of data collection methods were used to
gather and evaluate whether or not computer assisted
instruction is an effective tool to provide
individualized instruction for teachers who teach in
multi-level, multi-graded classrooms. The data
collection methods used a triangulated approach to
include both quantitative and qualitative data.
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61
The triangulation approach was selected because it
is the most familiar of the six mixed methods models
(Creswell, 2003). According to Creswell, this approach
is an effective way to confirm, cross-validate, or
corroborate findings within the study. This traditional
mixed methods model is advantageous because it is
familiar to most researchers and can result in well-
validated and substantiated findings. In addition, the
concurrent data collection results in a shorter data
collection time period as compared to one of the
sequential approaches.
This model does have some limitations however. It
requires great effort and expertise to adequately study
a phenomenon with two separate methods. It also can be
difficult to compare the results using data from two
different forms. In addition a novice researcher may be
unclear how to resolve discrepancies that arise in the
results (Creswell, 2003). In spite of the limitations,
I believe that this approach painted a clearer picture
of what effect this change had on the overall school and
community and as a result helped the decision makers
modify, change or continue the cycle again.
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62
Data Collection Strategies
Data was collected from September through December
2004. This included weekly interviews (not to exceed 15
minutes) on a weekly basis, and observations of students
using the OdysseyWare™ program. To assist in the data
collection, I utilized a field log which provided a
detailed account on how I spent my time on-site. I
recorded details related to my observations in a field
notebook. The primary strategy to ensure external
validity was the documentation and detailed descriptions
so that anyone interested in transferability will have a
solid framework for comparison.
Quantitative data collection. Pre- and post-tests
were used to assess the individual student progress and
whether or not computer assisted instruction was an
effective tool to provide individualized instruction.
All of the remaining students were pre and post tested
in mathematics, using the standard assessment provided
by OdysseyWare™. Each student's progress was tracked on
a daily basis beginning the first day of the study and
ending December 16th. This data was collected to help
determine whether or not (CAI) is in fact a useful tool
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63
to help students reach their prescribed goal. The
following data was collected and analyzed on an ongoing
basis:
1. Pre- and post-test results
2. Time on task and daily progress
3. Quizzes and test scores
The data was organized and presented in charts to
show the relationship between time-on-task and indivi
dual student academic achievement.
Qualitative Data was used to evaluate feelings,
attitudes, and generate themes about using CAI as an
instructional tool. It enabled me to determine the
participants' attitudes and feelings towards the use of
computers as an instructional tool. Two forms of
qualitative data were administered to students,
teachers, the administrator, parents and board members:
1. Prior to November 1, 2004 a survey consisting
of both closed and open-ended questions was distributed
to students designed to evaluate their attitudes about
the use of CAI as an instructional tool. The closed
ended questions were analyzed on the "Likert" scale of
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64
1-4, while the open-ended questions were evaluated to
determine trends and common themes.
2. Prior to December 1, I individually inter
viewed students, teachers, Instructional aides and
parents about their attitudes towards CAI in the class
room and attitudes towards students learning on the
computer. This gave me opportunities to seek out
answers to questions that may not be reflected in the
survey questions (Appendix A-D).
Data Analysis
Quantitative Data
The scores from the pre- and post-tests for each
student were listed to determine overall progress in
mathematics. Since students worked at their own pace
and level, it was difficult to generalize the data. Pre
and post-test scores were reported out on a graph that
showed a relationship between grade level and time on
task. Another chart shows areas of instruction that the
students are having the most difficulty and suggestions
for further mentoring or tutoring.
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65
Qualitative Data
The data from the closed-ended survey questions
were summarized and displayed in table format. The
tables show a picture that represents a scale of
attitudes and feeling about using computers as an
instructional tool. Both the open-ended questions and
interviews were categorized into general themes. I
attempted to divide these themes into general feelings
and attitudes and code them accordingly. This data was
documented by listing general comments and observational
reviews.
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66
CHAPTER 4
RESULTS
Chapter 3 outlines how the data in this study were
gathered: quantitative pre- and post-testing--and
qualitative open-ended questions and interviews. This
chapter presents the findings, beginning with the pre-
and post-test data, which is displayed in tables for
each type of data collected. The quantitative data
provides a format that facilitates comparison. A sta
tistical analysis of the student feelings and thoughts
is presented in a narrative format. This chapter con
cludes with a narrative description of the results of
interviews with students, teachers and parents from the
experimental school.
Summary of Findings
Quantitative Data Collection
The data below includes pretest and post-test
scores from approximately 2 months (or a maximum 55
hours) of instruction on the OdysseyWare™ program. All
of the students were placed at their grade level, as
indicated by their teacher. The students judged by the
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67
teacher as having difficulty were moved to a lower
level.
Figure 1 displays the pre- and post-test data based
on the math assessment generated by the OdysseyWare™
program. Each student was provided with 55 hours of
instruction. Students who were marked with an asterisk,
spent more hours on the program during after school
hours or at home.
Figure 2 displays the range of pre- and post-test
scores from the lowest to the highest. The lower line
represents the pre-tests, while the upper line repre
sents the post tests. It is important to note that each
student improved their score during the study.
Table 6 attempts to show a relationship between the
time on task and the percent gain. The time on task
represents the bottom line while the top line represents
the time on task.
Table 7 displays the statistical calculations and
data used to determine both statistical significance and
practical significance of the study. Using the data
presented, the significance of the change in the mean
score percentages was examined for both statistical
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68
Table 6. Pre- and Post-test Data
Student grade level
Time
on task
55 hrs.
Pre/test
g,
o
correct
Post/test
% correct
Percent
increase
3rd Grade-4 Students
Student A 57 62 73 +11
Student B 47 72 81 + 9
Student C 55 65 82 + 17
Student D 50 72 85 + 13
4th Grade-4 Students
Student A 35 75 81 + 6
Student B 27 45 52 +7
Student C 44 78 85 +7
Student D 51 73 85 +12
5th Grade-7 Students
Student A 47 63 72 + 9
*Student B 60 55 68 +7
Student C 44 65 70 +5
Student D 50 63 72 + 9
Student E 44 71 73 +2
Student F 20 45 55 + 10
Student G 22 52 65 +13
6th Grade-6 Students
Student A 25 65 77 + 12
Student B 45 77 83 + 6
Student C 41 77 84 +7
Student D 46 64 71 +7
Student E 50 73 87 + 14
Student F 37 64 70 + 6
7th Grade-7 Students
Student A 33 56 66 + 10
Student B 40 47 54 +7
Student C 43 67 73 + 6
Student D 46 77 89 +12
Student E 28 56 65 + 9
Student F 26 55 57 +2
8th Grade-1 Student
Student A 45 77 83 + 6
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69
Pre and Post-test Scores
100
T3
0)
o
o
w
+■>
c
0)
o
k—
©
a,
1 3 5 7 9 11 13 15 17 19 21 23 25 27
Students
Pre Test Post Test
Figure 1. Pre- and post-test score range.
T im e on T a s k & P e rc e n t Gain
90
80 -
70 -
| 60 -
• i 50 -
| 40 -
| 30 -
20 -
10 -
4 60
■A&
1 2 3 4 5 6 7 8 9
Percentage Gain
Time on Task -m- % Gain
Figure 2. Time on task and percentage increase in
scores.
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70
Table 7. Means and Standards (N = 28)
Statistical data Pre-test Post-test
Number of participants
Mean score 65.00% 74.00%
Variance 43 . 52 38 .15
Standard deviation 6. 60 6.18
significance and practical significance. To determine
whether or not the scores were statistically different,
I computed the ratio of the change to the standard error
of the change which was computed to be 1.25. A ratio
must show a +-2.0 to be statistically significant.
Because the 1.25 is less than the +-2.0 standard the
increase in scores could not be viewed as statistically
significant.
Practical significance is determined by the ratio
of the change to the pretest standard deviation (i.e.,
"Cohen's d"). If the ratio is greater than .50, the
change is practically significant. "Cohen's d" ratio
showed a 9/66 or 1.4% change demonstrating some prac
tical significance. This means that there was enough
significant change to determine that the use of CAI had
a positive effect.
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71
Student Surveys
All students surveyed were taking math using the
OdysseyWare™ program in a computer lab setting at the
experimental school. The student questionnaires were
distributed approximately 10 weeks into the project.
Individual student interviews were conducted during the
last week of the study.
Table 8 represents the survey results of the 28
students who used the OdysseyWare™ program. The
students were asked to circle how they felt about the
statements in the survey. A review of the data in Table
6 indicates that:
1. Ninety-three percent of the students agreed or
strongly agreed that the program was infinitely patient.
2. Ninety percent agreed or strongly agreed that
the program allowed them work privately.
3. Ninety-seven percent agreed or strongly agreed
that the program did not embarrass them when they made
mistakes.
4. One hundred percent of the students agreed or
strongly agreed that the program gave them immediate
feedback.
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Table 8. Student Survey Questionnaire
Strongly
Question disagree
1. I feel that this 1
program is 3.5%
infinitely
patient.
2. I feel that this
program allows me
to work privately.
3. I feel that this
program doesn't
embarrass me when
I make mistakes.
4. I feel that this
program is more
objective than my
teacher.
5. I feel that this
program gives me
immediate feedback
on how will 1 am
doing
Strongly Total
Disagree Agree agree responses
1
3.5%
3
10%
1
3%
2
7%
11 15 28
39% 54% 100%
10 15 28
36% 54% 100%
15 12 28
54% 43% 100%
10 16 28
36% 57% 100%
6 22 28
21% 79% 100
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Table 8 (continued)B
Question
Strongly
Disagree Disagree Agree
Strongly
Agree
Total
Responses
6. I feel that this 1 4 10 13 28
program has helped
me improve my
skills.
4% 14% 36% 46% 100%
7. I feel more 3 5 10 10 28
motivated to do my
work on the
computer as apposed
to the textbook.
10% 18% 36% 36% 100%
-o
OJ
74
5. Eighty-two percent of the students agreed or
strongly agreed that the programs helped them improve
their skills
6. Seventy-two percent of the students agreed or
strongly agreed that they felt more motivated to do
their work on the computer as apposed to the textbook.
Qualitative Data Collection
The qualitative data presented represents written
surveys that were distributed to students, teachers and
parents. Tables 9-11 list the responses of students to
three open-ended survey questions.
A review of the data in Tables 10-12 indicates that
students liked working on the computer. They generally
enjoyed typing in their answers and working at their own
pace. Some students felt that they learned faster and
did not have to wait for other students to catch up.
Students also felt that they liked the idea of redoing
their own work when they made mistakes. One of the
major concerns that the students expressed, was not
being able to do their work when the system went down.
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75
Table 9. Student Response to the Open-ended Survey
Question #1
Question 1: What did you enjoy most about learning on the
computer?
• I liked working at my own pace.
• I liked doing math it was better explained than my
teacher.
• I liked typing and not writing.
• I liked the ability to redo my work.
• I can work at my own pace.
• I felt that I could learn a lot more from the computer
than from a book.
• I enjoy the typing and being able to go from lesson to
lesson at my own pace.
• Quicker responses.
• I can learn at a faster pace.
• I can choose what I do next.
« I have learned faster on the computer.
« I don't get embarrassed when I get a wrong answer.
• I like the individual attention when I don't understand
something.
« Having the computer allowing me to do good work on the
program
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76
Table 10. Student Response to the Open-ended Survey
Question #2
Question 2: What did you enjoy least about working on the
computer?
• I didn't dislike anything.
• Nothing.
• N/A
• My eyes started to hurt from the screen.
• Sometimes the program didn't work that day.
• There is nothing that I don't enjoy about it.
• If forces me to put in the correct answer before I can
move on.
Table 11. Student Response Open-ended Survey Question#3
Question 3: What other subjects would you like to learn on
the computer?
•
I am fine with all of the subjects offered.
•
Science
•
To learn a different language
•
None I have enough subjects
•
Writing stories and play games would be fun.
•
I would like to draw and paint on the computer.
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77
Individual Student Interview Surveys
Tables 12-17 summarize the student responses which
were obtained by interviewing students on an individual
basis throughout the study.
Table 12. Individual Student Interview Responses
Question #1
Question: Do you feel that (CAI) is more objective than
teachers? Yes, No—Explain your answer.
• Yes--The computer program does not judge me on my color or
nationality.
• Yes— It is just a computer and it is not smart. It
doesn't have eyes so it can't judge me.
• Yes— Because the computer doesn't see me as a person. It
can only judge what I put into the answer and I like that.
• Yes--I can repeat the lessons until I can do it right.
• Yes— It grades me on the work I do not who I am as a
person.
® Yes— I like to teach myself.
® Yes— It is straight forward. You're either right or your
not.
• No— The computer program doesn't always explain the
answers in a way I can understand.
• Yes--Because the computer does not know who I am. Some
teachers don't grade fairly.
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78
Table 13. Individual Student Interview Responses to
Question #2
Question: Do you feel that (CAI) eliminates the drudgery of
doing things by hand? Yes, No--Explain your answer.
• Yes--I hate to write by hand. Keyboarding answers is
much easier.
• Yes— Still have to do things by hand but not as bad. I
like how the program grades my work. This way I know
what my grade is all the time. Sometimes my teacher
keeps our tests for days before we know what the score
is.
• Yes— I still have to take notes but I like typing in the
answers and knowing whether or not I got it correct.
• Yes--I don't have to always write long essays.
• Yes--I don't like to write but I like to type.
• Yes— It is easier and neater to see my answers in type.
• Yes and No— Yes because I hate writing and No because
your still using your hands.
• No— I still have to type in my answers.
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79
Table 14. Individual Student Interview Response to
Question #3
Question: If you could use this program at home, would you
spend more time completing your lessons at home. Yes, No—
Explain.
• No— I don't think so. Because no one is watching me I
would do less work at home.
• No— When I am at school I have someone to help me. At
home I would be doing other things instead of working on
my work.
• No--Because I would want to do other stuff. I might do
it a little more, but rather not.
• Yes— I would be more motivated, but I don't have a
computer at home.
• Yes— It takes longer in school because a lot of people
don't get it and they have to do it over again. I can go
at my own pace and move as fast as I want.
• Yes— I love working on the computer and I would spend more
time if I had one at home.
• No— Because there is more distractions and less structure
at home.
• Yes— I could do more lessons at home if I wanted to.
• Yes— But I like coming to school. My parents tell me its
being responsible and it's like a job.
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80
Table 15. Individual Student Interview Responses to
Question #4
Question: Has your online teacher helped you improve your
math skills? Yes, No—Explain.
• Yes— If I do a test or lesson wrong she helps me do it
right. If I just go to school, I can do nothing. Hear I
am responsible for the learning and how far I go.
• Yes--When I need help she is there all the time.
• Yes— Because I can focus on the parts that I don't
understand and don't have to go along with the class.
• Yes— Helps me do the problems I don't know how to do.
Gives me personal help when I need it.
• No— Because I haven't needed help so far.
• Yes— My online teacher is there to help when I don't
understand.
• Yes— Because I am actually doing and responsible for my
own work. I like being my own boss.
• Yes— She helps me on the hard spots.
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81
Table 16. Individual Student Interview Responses
Question #5
Question: Do you feel that you are getting enough help from
your online teacher? Yes, No—Explain.
• Yes— She has been there to help a lot.
• Yes--Because I can go back and read over.
• Yes— Usually when the teacher calls on me in class, I am
afraid to answer. This way I don't have to be singled out
in front of my classmates and feel degraded if I have the
wrong answer. This is more personal.
Table 17. Individual Student Interview Response Question #6
Question:
program?
What suggestions do you have about improving this
• The subjects are just math. I would like to take other
classes.
• Sometimes there are computer problems and we have to wait
until they get fixed.
• Offer more classes using the online school.
• I think it is fine.
• None that I can think of.
• If I could do this at home it would be much better.
• This program is a good one. I don't know right now.
A review of the data in Tables 11-17 indicate that
students in general that OdysseyWare™ was more objective
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82
than their teacher and did not judge them on their color
or nationality. One student said, "It grades me on the
work I do not know who I am as a person." In general,
the students thought that the program helped to relieve
the drudgery of doing things by hand. They seem to like
typing in the answers instead of writing by hand. They
also liked the fact that the program would let them know
immediately whether their answers were correct or
incorrect. When asked whether you would like to use the
program at home--it was mixed. Some students said they
would do more work while others said they would not.
Overall, the students felt that using the computer as a
learning tool helped them improve their skills and feel
more empowered to take responsible for their own
learning.
Teacher Questionnaire Response
Tables 18-20 list the responses of the teachers to
three open ended questions. The responses to the ques
tions reflect what the teachers felt about using CAI and
its effects on the students.
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83
Table 18. Teacher Questionnaire Question #1
Question: Do you feel that the children, who are
Taking courses on the computer, are more motivated? Yes,
No—Explain your answer.
Teacher A; Yes— Each student was required to complete
two lessons each day. In most cases, the students completed
the required task. I discovered that the students liked the
immediate feedback. If they got the answer right the
computer complimented them, if the answer was incorrect the
student was able to do the problem over until correct.
Several of my students asked if they could do other classes
this way.
Teacher B: Yes— I had to be convinced. At first, I
didn't think that CAI would hold my students interest. I was
surprised. Except for a couple of the students who are never
motivated, the majority of the students liked learning math
on the computer. I liked being able to work with the
students who were having trouble allowing the others to move
at their own pace.
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Table 19. Teacher Questionnaire Question #2
Question: Do you feel that (CAI) frees you for more
meaningful contact with students?
Teacher A: Yes and No— There are some days in which
the students seem to need little help and can complete
lessons on their own. There were days however in which I
felt that I was running from student to student because they
didn't understand a new concept. I do feel that I am able
to give more attention and the contact is meaningful.
Overall, I feel that the program has changed the way I
teach math. I have turned more into a coach rather than
being the person who teaches and corrects. The computer
allows me to step in when a student really doesn't
understand and allows me to focus on individual needs of the
student.
Teacher B: Not sure how to answer that question so I
will say Yes and No. Whether it is textbook driven or
computer driven it requires meaningful contact with
children. I did find that the students did take more
control over their learning, and I was able to work more
effectively one on one with students.
I have to admit that I was afraid because I am not real
computer friendly. In light of that, I think that this has
been a positive experience and in time I can do a more
effective job of individualizing instruction to meet the
students' individual needs.
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85
Table 20. Teacher Questionnaire Question #3
Question: Do you feel that (CAI) is an effective way of
teaching math?
Teacher A: Yes The students like the immediate
response and working at their own pace. Some of the students
have said that when they get a wrong answer no one else knows
so the student does feel embarrassed. Also the students like
working on the computer.
Teacher B: Yes It is good for drill and practice.
New concepts need to be explained by the teacher. I like to
pull students away from the computer to explain new concepts
and allow them to practice their skills on the computer.
A review of the responses from both teachers A and
B indicate that the OdysseyWare™ (CAI) program was a
plus in the classroom. Both teachers felt that their
students were more motivated in general when doing their
math on the computer. In addition, they both felt that
they were able to help students on a more individual
basis. Immediate feedback seemed to be a real plus.
They liked the idea that the students had to answer the
problem correct before moving on. Both teachers really
did nOt feel that CAI really freed up their time to work
with other students like they expected. Although some
days were better than others, students still needed
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86
general the teachers felt that CAI was effective way to
motivate students to learn.
Parent Interviews
Tables 21-24 list the responses of the parents to
three open-ended questions. The responses to the
questions reflect what the teachers felt about using CAI
and its effects on the students. The parent interview
questions were distributed to 20 families through the
schools news letter. The answers to the questions below
are based on the responses of the 15 parents who
returned the survey.
Table 21. Parent Questionnaire Question #1
Question: Do you currently have a computer at home? Yes,
No—If no, do you expect to purchase one in the near future.
If yes, what do you use the computer for word processing
internet, e-mail, games, other.
Seven parents responded No— They did not have a computer
at home. All seven or 100% of the parents stated that they
were planning on purchasing a computer in the near future.
Four of the seven were planning on purchasing in the next 4
months.
5 - word processing
6 - Internet
6 - e-mail
9 - Games
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87
Table 22. Parent Questionnaire Question #2
Question: Do you feel that your child is more motivated in
school as a result of using (CAI) ? Yes No Explain your
answer?
• Yes— My son's self confidence has improved. He feels that
he not judged by the computer. He likes to work on the
computer.
• Yes— My son comes homes and says he likes doing the math
on the computer
• Not sure, she seems to like school
• Not sure
• Yes— All I know is that he likes the time he spends on the
computer. He comes home and tells me how many answers he
got correct.
Table 23. Parent Questionnaire Question #3
Question: What have you heard from your child about using
the computer to learn math?
• He has said that he enjoys getting grades quickly
• He says that he likes doing math on the computer.
« She said she likes getting the answers right away
• He likes working on computers.
• He likes knowing that he can get 100% on a lesson by
taking it over.
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Table 24. Parent Questionnaire Question #4
Question: What are your thoughts about students using
computers as an instructional tool?
• I think that it is extremely important. These are the
tools that they are going to use the rest of their life.
I see this as a gift.
• If my son can learn on the computer it is ok with me.
« It's ok with me. We have a computer at home and they enjoy
using it.
• If it helps them learn it is ok with me.
Of the 15 parents who responded to the survey, 7
parents indicated that they had a computer at home.
Though the other 8 responded "no," they were planning on
buying one in the near future. Some of the parents who
responded "no" said that the reason they did not have a
computer at home, was because of the price. When asked
about how they liked the idea of their children learning
math on the computer, the parents were generally pleased
with using the computer as a learning tool. As one
parent stated, "What ever motivates my child to learn is
fine with me." Overall the parents heard positive
things from their children and felt that this is the
wave of the future.
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89
Conclusion
The focus of this chapter was to display and
describe the results of the research methodology from
chapter 3 and to preface the summary and discussion of
findings. Chapter 5 analyzes the results presented in
the previous sections, concludes the study with recom
mendations for educators and offers suggestions for
further research.
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CHAPTER 5
SUMMARY OF THE FINDINGS
A recent increase in the computing power of afford
able personal computers has resulted in increasing in
the development and use of various forms of computer
delivered instruction. Understanding the effects of
this instruction on learning, is important to future
implementations of computers for instruction. The
purpose of the literature review and this study, was to
evaluate whether or not computer assisted instruction
(CAI) could create an instructional environment that
provides time for teachers who teach, in multilevel,
multigraded classrooms, to deliver grade level specific
instructional standards that address each students'
needs, grade level, and or skill level.
Specifically, the study was designed to answer the
following questions: Does using CAI free up teachers to
work with students on a more individualized basis? Does
the use of CAI provide a positive learning experience?
Do students enjoy using computers as an instructional
tool? Can State instructional standards be taught
effectively using CAI as an instructional tool?
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91
Productivity and Teacher Time
Computers are often promoted as productivity tools
that can save teachers time. While computers typically
result in greater output, they do not necessarily result
in a reduction of time on the job. Also, learning to
use computers effectively takes time, a precious commod
ity for busy schools. I asked teachers whether the use
of technology constituted a net addition or reduction in
the amount of time they spent at their work. Both
teachers surveyed generally reported that the CAI
program resulted in an increase of time on the job.
There is a sense, however, that a teacher's time
can be freed up by the technology. There is often less
burden on the teacher to be responsible for instruct-
tional presentation. One teacher observed a feeling of
greater flexibility resulting from access to technology:
"My time is freed up considerably. I have time to sit
down with kids and give them individual or small group
t ime."
Teacher interviews indicate CAI releases teachers
from the burden of instructional delivery. The teachers
observed that they can customize the curriculum to match
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learners' developmental needs as well as personal
interests. The data generated by the program could be
captured, stored and retrieved in ways that helped
teachers use data effectively and improve methods of
accountability and reporting. The most pervasive per
ception among the teachers surveyed is that computers
have improved the climate for learning by increasing
student motivation in subjects for which they use
computers. Computer Assisted Instruction has changed
teachers' beliefs and attitudes.
The Blueberry Elementary School teachers experi
enced an attitude shift during their first year using
this technology. They came to see technology as a
effective tool to facilitate learning in elementary
school students. They have found that technology can be
a vehicle for accomplishing many of the learning and
instructional goals that are important to them, such as
problem-solving skill, independent learning skills, and
individualization instruction according to learners'
needs. The teachers in this study gained confidence in
their own abilities to use computers and other
technologies.
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93
Positive Environment for Learning
This study provides evidence that CAI does enhance
the enjoyment of learning. Student survey responses,
indicate that CAI increased motivation through the use
of a variety of techniques and activities provided in
the software programs. The learners' natural curiosity
was stimulated through the use of video (graphics),
audio, and interactive applications. By allowing the
learners to work at a more individualized level and pace
(inherent in CAI), learners experienced less frustration
at being "held back" or frantically trying to keep up as
in the case of a slower learner.
Some learners indicated that they prefer the hands
on approach of CAI and processing information primarily
through sight. They reported frustration with teachers
who mainly lecture. Most students interviewed preferred
the more visual or tactile (hands-on) types of instruct
ion provided by CAI. When used properly, computer-
assisted instruction can enhance the learning process
for learners of all types, regardless of learning
preferences. Students' fondness for CAI activities
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94
centers on the immediate, objective, and positive feed
back provided by these activities.
Using CAI to Meet State Standards
Based on the pre- and post-test data students
improved their math scores. The improvement in scores
shows no statistical difference, meaning the study could
not be generalized to larger populations. However, the
calculated improvement in scores did show practical
significance indicating that the improvement in scores,
had a positive effect on student learning for the group
studied. What is important to consider, is that the
teachers felt and believed that their students were
improving their skills based on the observed results.
The students have shown initial learning gains in
math and are anxious to take other subjects on the com
puter. Students are now using the computer to do more
editing and revising of written work using word process
ing tools. Their skill at using technology is obviously
improved. A number of intermediate students are using
the technology for a variety of independent or small-
group projects. Students are experiencing increased
independence and empowerment as a result of the way
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95
technology is used. Some teachers report reading and
vocabulary improvements in early grades. Teachers report
that students work more productively with computers.
Student attitudes are positively affected by technology.
Limitations of the Study
An obvious and serious limitation in the present
study, is its lack of direct measures of student
achievement. Even with the standardized test data that
was available, there are many problems in using it as a
basis for isolating the specific effects of technology.
To partially compensate, a variety of data sources
were used to gauge student learning particularly:
(a) teacher observations and perceptions as indicated
through surveys, interviews, and weekly logs;
(b) student reports through surveys and interviews;
(c) limited classroom observations; and (d) selected
student work samples. Individually, each of these data
sources would be quite limited; collectively, however,
the accumulated measures can be persuasive if they
are consistent with one another. This process of
"triangulation" (approaching a question from multiple
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96
perspectives) is a key to the qualitative research
process, and was incorporated throughout the study.
This study had two major draw backs: (a) the focus
was on a small sample group of 28, and (b) student
improvement was not compared with a control group which
did not receive CAI instruction. Because the sample
size was limited to 28 students, the group was not large
enough to determine any statistical significance. As a
result, we do not know if the gains in improvement can
be generalized with larger groups of students. The
second limitation is with the study itself. In order to
determine true gains, a control group of similar
students receiving conventional instruction and no
computer assisted instruction should have been moni
tored. As a result of not having a control group, it is
not clear whether the improvement in scores was caused
directly from using CAI or because the students had an
opportunity to retake the test after 55 hours. It could
be argued that the students would have improved just
because they took the test over, or improvement might
have occurred as a result of some other variable. Based
on the interviews and observations with students and
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97
teachers, it became clear that students felt more
comfortable learning on the computer and were more
motivated to learn math. If the students felt truly
motivated to succeed, then we can conclude that the
improvement in scores came as a result of using CAI.
How the Study is Related to the Research
As indicated in chapter two, this study has been
repeated in many forms since the early 1980s. The study
reinforces previous studies, which indicate that when
CAI is used in conjunction with conventional instruction
CAI produces higher achievement than the use of
conventional instruction alone. Based on observations
and improvement in student scores the study supports the
concept that students learn material faster with CAI
than with conventional instruction alone. As indicated
in chapter 3, some researchers claim that computer-based
education (CAI and other computer applications) produce
higher achievement than conventional instruction alone.
Because of the limits of this study design, I was not
able to come to that conclusion. This study does however
support the research that compared to the use of
conventional instruction alone, the use of CAI leads to
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98
positive attitudes toward computers, course content,
quality of instruction, school in general, and self-as-
learner.
Recommendations
Recent events have highlighted how interrelated
schools and society are, and how we cannot think of
education as independent of society any more than
society can consider itself independent of schools. The
rapid and ongoing pace of technological change has
shortened the life cycle of products, processes, and
information exchange, leading to new discoveries and
insights about the world.
Today's children need to be connected to this
technological world in order to receive a useful educa
tion that prepares them to function in it when they
graduate. Computer uses and expectations in schools
have been and are evolving as technology, connectivity,
and software change. Schools will continue to be at
different stages of technology implementation as long as
there are disparities in resources and in access to
professional development and resources. The research
shows that political, educational, and public commitment
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99
is turning toward implementing technology more effec
tively to ensure that it does indeed enhance student
achievement.
Ultimately CAI may transform the educational
content and motivate students toward lifelong learning.
Minimally for CAI to play a positive role, the following
factors must be given consideration:
1. The use of CAI as an instructional tool must
continue to be more dependent on human and contextual
factors than on hardware or software.
2. The extent to which the teachers are trained
to use computers to support learning plays a role in
determining whether or not CAI has a positive impact on
achievement.
3. Computer assisted instruction cannot be viewed
as the only method of instruction, it involves seeing
CAI as a valuable resource that requires determining
where it can have the highest payoff, and then matching
the design of the application with the intended purpose
and learning goal.
4. The success or failure of CAI experiences
often depend on whether the software design and
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100
instructional methods surrounding its use are congruent.
There are many uses for technology, but each use has
design principles related to philosophies and theories
of learning.
5. The CAI applications must be located in the
classrooms or areas where the learning is taking place
instead of housed in hard-to-access labs or resource
centers.
The success of CAI, therefore, depends on having
quality software learning programs and enough hardware
(computers) to be effective. Research and best
practices indicate that one computer for every 4 to 5
students, is necessary if students are to be able to use
technology in a manner that will result in significant
gains. If students are to really benefit from technol
ogy, then sufficient connections to the Internet and
other resources need to be available.
Research and trends show that technology applica
tions have been heavily influenced by reform movements
within education, cognitive science, learning theories,
and societal/cultural demands. A review of research
also shows that technology can and does help students
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101
develop variety of diverse skills, from the basics to
higher-order thinking. Nevertheless, for technology to
be truly successful, schools need to maximize the
effectiveness of their investments in technology by
using it in multiple applications.
Effective use of technology uses minimally requires
at a minimum, employing research and best practices to
match technology software to the curriculum and the
developmental needs of learners; to customize content
area learning; to enrich learning experiences with
communications and links to others beyond the school
walls; to offer new learning opportunities; and to help
learners see the value of learning by applying knowledge
and skills to real-world tasks.
Computer Assisted Instruction holds great promise
as an instructional tool to improve student skills. CAI
can assist teachers in developing a more individualized
approach to meet the diverse range of student needs.
Teachers can be empowered to vary the pace of instruct-
tion, review student learning, teach and reinforce
specific skills and strategies, improve motivation and
provide students with relevant and timely feedback.
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102
In view of the age of the research and in examining
the potential shortfalls of much of the research, more
research should be conducted on what makes CAI effect-
tive. Does CAI fair as well with all learners? What
subjects are most conducive to CAI? What is an effect-
tive relationship between CAI and conventional instruct-
tion? How will the changes in technology (i.e., cell
phones, PDAs, mini computers, Internet, e-mail, wireless
connections and smart appliances), change the way we
deliver instruction.
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REFERENCES
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108
APPENDICES
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APPENDIX A
COMPUTER ASSISTED INSTRUCTION
STUDENT SURVEY
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110
Computer Assisted Instruction
Student Survey
The purpose of this survey is to gather information
about how you feel about using computer assisted
instruction as an instructional tool. Please circle how
you feel about the following statements below:
(4) Strongly Agree (3) Agree (2) Disagree (1) Strongly
Disagree
1. This program is infinitely patient 1 2 3 4
2. This program allows me to work 1 2 3 4
privately.
3. This program gives me control of my 1 2 3 4
learning.
4. I feel that this program doesn't 1 2 3 4
embarrass me when I make mistakes.
5. I feel that this program is more 1 2 3 4
objective than my teacher.
6. I feel that this program gives me 1 2 3 4
immediate feedback on how well I am
doing.
7. I feel that this program has helped me 1 2 3 4
improve my skills.
8. I feel more motivated to do my work on 1 2 3 4
the computer as apposed to the
textbook.
10. What did you enjoy most about learning on the
computer?
11. What did you enjoy least about learning on the
computer? What other subjects would you like to
learn on the computer?
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Ill
APPENDIX B
INDIVIDUAL INTERVIEW QUESTIONS
STUDENT SURVEY
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112
Individual Interview Questions
Student Survey
• Student: Do you feel that (CAI) is more objective
than teachers?
Yes No ___
Explain your answer_____________________________________
• Student: Do you feel that (CAI) eliminates the
drudgery of doing things by hand?
Yes No ___
Explain your answer_________________________________
• Student: If you could use this program at home,
would you spend more time completing your lessons?
Yes No ___
Explain your answer_____________________________________
• Student: Has your online teacher helped you
improve your academic skills?
Yes No ___
Explain your answer_____________________________________
• Student: Do you feel that you are getting enough
help from your online teacher?
Yes No ___
Explain your answer_____________________________________
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113
• Student: What suggestions do you have about
improving this program?
Yes ___ No ___
Explain your answer_____________________________
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APPENDIX C
COMPUTER ASSISTED INSTRUCTION
INTERVIEW QUESTIONS
TEACHER SURVEY
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115
Computer Assisted Instruction
Interview Questions
Teacher Survey
1. Do you feel that the children who are taking
courses on the computer are more motivated?
Yes_____ No______
2. Do you feel that (CAI) frees you for more
meaningful contact with students?
Yes_____ No______
3. Do you feel that using (CAI) is an effective way of
teaching? Why or why not
Yes No
4. Do you feel that (CAI) is an effective way to
individualize instruction?
Yes______ No______
5. Teacher: What suggestions do you have that will
help you be a more effective in your multilevel,
multigraded classroom?
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116
APPENDIX D
COMPUTER ASSISTED INSTRUCTION
INTERVIEW QUESTIONS
PARENT SURVEY
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117
Computer Assisted Instruction
Interview Questions
Parent Survey
• Do you have a computer at home? Yes No_____
If yes, what do you use the computer for:
Word processing ___ Internet ___
E-mail ___ Games_____ Other ______
If "no," do you plan on purchasing a computer in
the future
Yes ______ No If "yes," when? If "no," what?
• Parents: Do you feel that your child is more
motivated in school as a result of using (CAI)?
Yes No
• Parents: What have you heard from your child about
using the computer to learn?
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118
• Parents: What are your thoughts about students
using computers as an instructional tool?
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Asset Metadata

Creator Vietti, Harold E. (author)

Core Title Implementing computer assisted instruction in a multilevel -multigraded classroom evaluation /action plan

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, curriculum and instruction,education, elementary,education, technology of,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Hocevar, Dennis (committee chair), Cohn, Carl (committee member), Rich, William (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c16-335344

Unique identifier UC11336012

Identifier 3180324.pdf (filename),usctheses-c16-335344 (legacy record id)

Legacy Identifier 3180324.pdf

Dmrecord 335344

Document Type Dissertation

Rights Vietti, Harold E.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA