TECHNOLOGY IMPACT ASSESSMENT: THE EFFECTIVENESS OF ADVANCED INSTRUCTIONAL TECHNOLOGY IN REMEDYING LEARNING DIFFICULTIES OF DISADVANTAGED YOUNGSTERS IN AN URBAN SETTING | Posted on:1988-02-28 | Degree:Ph.D | Type:Dissertation | University:Portland State University | Candidate:ENCUBAHRE, WOSSEN | Full Text:PDF | GTID:1477390017457094 | Subject:Urban planning | Abstract/Summary: | | Technological advancement has allowed widespread use of computers. Teachers are using computer based instruction in educating talented and disadvantaged youngsters.;The objectives of this research are: to examine issues about instructional computers; review the academic and economic rationales behind; and, to make appraisals of their instructional and resource effectiveness.;A quasi-experimental evaluation research was carried out on two "experimental" groups (CAI and PLL), and a control group (TMI) of Title I schools in Portland. A sample was selected, and multiple criteria of effectiveness assessment, i.e., comparative economic analysis and impact assessment, was conducted using multiple-regression and regression-based covariance analysis on test scores, instructional time, cost figures and other census data. A survey of instructional personnel was also conducted to evaluate courseware quality.;Highlights of the findings of the research are the following. Title I students' achievement scores neither the initial nor the final are homogeneous; however, computers foster effective compensatory education; CAI shows a superior instructional achievement and cost-effectiveness. Survey results of instructional personnel confirm this finding. Resource and neighborhood variables explain a significant portion of achievement variation. Instructional time is positively related to but not a linear predictor of achievement. The impact of time also depends on the level of achievement.;Unabated by unsettled issues and claims, computers are introduced to cope with declining enrollment and school revenues; pressure to improve student achievement and cut costs. However, some educators fear two possibilities: computer displacement of teachers; and creating a class of technologically disadvantaged students that could result from a growing gap of access to computers. Another factor is the restriction of disadvantaged students to basic skills. While providing opportunities of a wider application to others.;The expansion of instructional computer use is encouraged, together with recommendations for caution in the selection of courseware/curriculum compatibility. It is also strongly recommended that teachers should be involved in the selection of future instructional technology to assure successful implementation and optimal compatibility of teachers and computers. | Keywords/Search Tags: | Instructional, Computers, Disadvantaged, Technology, Teachers, Impact, Assessment, Effectiveness | | Related items |
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