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Paper Abstract: Examines effectiveness for children with disabilities through a review of contemporary research. Paper Introduction: The Effectiveness of Computer-Assisted Instruction Introduction Computers are a part of the school system. They are a part of the daily lives of many middle-class American children. They are used for playing games, but also for teaching basic information and core curricula. How effective is computer-assisted instruction in the year 2000, particularly for those children with disabilities? Review of the Literature Contemporary research frequently focuses on comparing one type of computer-assisted instruction to another, rather than CAI with non- CAI instruction. It seems as though the value of CAI is a given, and researchers are strictly concerned with how effectively computers can be utilized (e.g. Wise et al., 1999; Quealy Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. (1997). Thiscustomizing has led to a number of innovative approaches designed to takeadvantage of what computers do best -- create networks and linkages betweenpeople (A philanthropy, 1998). Simulation & Gaming, 29(4), 462-474. It has been of direct help to them educationally, and it has been ofindirect help in improving both staff and student acceptance of studentswith disabilities (e.g., Hammond et al., 1997). For example, Rogow (1997) discussed how computers could beused in working with children who have problems with handwriting. Ergonomics, 41(3), 257-279. However, technology proponents advocate for even newer paradigms thanthose currently in use. It seems as though the value of CAI is a given, andresearchers are strictly concerned with how effectively computers can beutilized (e.g. Thisenables children to stay current with their contemporaries as they learnhow to organize and express their ideas in written form. (1997). Thus, CAI enables the university,or other classroom, to customize instruction in any subject. Hammond, D.G., Zucker, S.H., Burstein, K.S., Digangi,S.A. Themodel that he developed focused on using three different modules: (1)expert consultant, (2) diagnostic testing, and (3) pedagogical support.According to gold, ITSs are far beyond CAI, since they are CAI withartificial intelligence in both the knowledge domain and in teachingpedagogy. and Hoskyn, M. Sturm, J.M. and Xin, Y.P. Social Science Computer Review, 17(3), 275-288. Bayram (1999) discussed the issue from a European, andTurkish, context, but his work seems relevant to other countries. Green, K. Computer-assisted instruction. (1997). For example, in relationship to businesssimulations, Gold (1998) emphasized an entirely new epistemology forlearning, using an intelligent tutoring system, rather than CAI. Lewis, R.B. Economics: Instructional effectiveness, theWeb and economics. However, now she noted that theproblem is not cost-effectiveness, but short-term issues that interferewith the rate of diffusion of new technologies. (1997). T.H.E. Diggs (1997) worked with the case study method to explore theeffectiveness of CAI in working with a fourth-grade student with bothlearning disabilities and behavior disorders. Journal, 26(1 ), 65-68. Mechanical obstacles towriting: what can teachers do to help students with learning problems?Learning Disabilities Research and Practice, 12(3), 188-194. Journal of SpecialEducation, 3 (4), 412-438. Bayram, S. (1997).Computer-mediated instruction for increasing regular education students'acceptance of students with mental retardation. Language, literacy and children with specialneeds. She noted thatuniversities will be considered to have failed if they do not obtain, andmaintain, current microcomputer technology for students, staff, andfaculty. (1997). Learning and Leading with Technology, 25(2), 38-4 . They are a part of thedaily lives of many middle-class American children. Mathematical word-problem-solving instruction for students with mild disabilities and students at-risk for math failure: A research synthesis. (1999). (1999). Gold noted that ITS has received mixed reviews, primarilybecause of design flaws and partly because of poorly designed evaluationslacking systematic control groups. The advantage to teaching economics, at this point, is that itallows for a teacher-centered approach with individualized learning, plusgreater student-instructor interaction. Training phonologicalawareness with and without explicit attention to articulation. Campus computing survey. Interestingly enough, there was one study synthesizing the literaturethat looked at CAI in terms of its effectiveness in varying studentpopulations. In a California survey, the author found increasedavailability of technology for special education purposes, greaterfrequency of technology goals in students' IEPs, increased use of computersin general education settings for students with special education needs,and increased use of computers as tools more sophisticated than drill-and-practice methodologies (Lewis, 1997). Wise, B.W., Ring, J., Olson, R.K. Scarborough, Ontario: Pippin Publishing Corporation. The Effectiveness of Computer-Assisted InstructionIntroduction Computers are a part of the school system. They are used forplaying games, but also for teaching basic information and core curricula.How effective is computer-assisted instruction in the year 2 ,particularly for those children with disabilities?Review of the Literature Contemporary research frequently focuses on comparing one type ofcomputer-assisted instruction to another, rather than CAI with non- CAIinstruction. They discovered that the strongestinfluence was still the cognitive strategy and direct instruction models.CAI is one among many effective options for remediation and support. Rogow, S.M. This seems to have even more promise than CAI, but is not yetfully developed. and Langan-Fox, J. Gold, S.C. Blecha (1999) indicated thatan earlier problem in teaching economics was that CAI was not cost-effective in duplicating understanding. Diggs noted that it is important to start withthe student's own interests in order to improve motivation and make theproject more effective. For example, Quealy andLangan-Fox (1998) compared the role of delivery media, using threeexperimental groups receiving the same sequence of computer lessons withdifferent presentations. Thus, in looking at colleges anduniversities, there has been an explosive growth in the development ofonline classes and complementary technologies. The use of CAI has increased dramatically, with special educationadministrators and teachers increasingly using technology in all aspects ofinstruction. (1998). She provideda framework for teachers to distinguish between effective and ineffectivesoftware programs using things like a writing needs checklist and a list offeatures of computer-supported writing programs. How to select appropriate software for computer-assisted writing. (1998). Attributes of delivery mediain computer-assisted instruction. Experimental interventionresearch on students with learning disabilities: A meta-analysis oftreatment outcomes. He used educational computergames, along with searches on the World Wide Web to help the student andfound it effective in helping the student begin to succeed academically andto interact with his peers. Thus,there are sets of problems that remain to be solved before CAI to such anextent can be effective. It is important to note that CAI is not the only effectiveintervention for students with learning disabilities and other handicappingconditions. References A philanthropy puts millions into asynchronous learning. (2 ). Blecha, B.J. (1998). These include problems with navigation andorientation, and practice of these skills. Technology: A key to unlocking at-riskstudents. Wise et al., 1999; Quealy and Langan-Fox, 1998), rather thanif they are more effective than other methods. (1998)Chronicle of Higher Education, November 13, 1998, A23. The design of an ITS-based business simulation:A new epistemology for learning. However, there still is question about if, when, and how CAI can beeffective in the school setting, and beyond. In other words, CAI is not unique in its potential to helpspecial education students. Quealy, J. SchoolImprovement Research Series, #1 , Northwest Regional EducationalLaboratory. (1998). Thus, effectiveness cannot truly bejudged. The authors evaluated eight differentmethods that teachers could use, determining that CAI was effective inhelping students with learning disabilities. Internet learning initiatives: How well doTurkish virtual classrooms work? Education and Training inMental Retardation and Developmental Disabilities, 32(4), 313-32 . How then iseffectiveness to be measured when instructors may never deal directly withstudents, and students may not even care about grades or completing thecoursework. Ultimately, however, this kind of CAI offers the potential forcomplete individualization of instruction for all kinds of learners.How has it worked for students with disabilities CAI has actually helped students with disabilities in two differentways. Nor is just any CAI effective. For example, while only 8percent of classes were using e-mail in 1994, 44.4% were using e-mail by1998 as an adjunct to instruction (Green, 1998). (1999). This review indicated that research showed that achievementlevels with learning disabled, mentally retarded, hearing impaired,emotionally disturbed, and languaged disordered students were definitelygreater with CAI than with conventional instruction alone and thatfurthermore, some of the research studies indicated that these handicappedstudents taught with CAI support actually outperformed their non-handicapped peers who were taught strictly with conventional methods. Encino, CA: Campuscomputing Project. Diggs, C.S. (1997). Remedial and Special Education, 18(4), 233-242. Jitendra, A. Swanson and Hoskyn (1998) performed an even more extensive synthesisof experimental intervention studies regarding students with learningdisabilities, using 18 studies. Isaacson, S. Sturm (1997) reported that there arewide differences in the quality of computer software available to help inwriting instruction for students with learning disabilities. Cotton, K. Changes in technology use in California'sspecial education programs. Journal ofExperimental Child Psychology, 72(4), 271-3 4. Internet: (http://www.nwrel.org/scpd/sirs/5/cu1 .html). Intervention in School and clinic, 32(3), 148-161. Swanson, H.L. Even more innovative isthe creation of virtual classrooms, with learners potentially comingtogether literally from any point in the world with service. Review of Educational Research, 68(3), 277-321. Isaacson andGleason (1997) report on a very similar project in which students areenabled to keep up with their peers by using computer-assisted writing todeal with spelling obstacles. and Gleason, M.M. In terms of direct assistance, computers have been put to use in manydifferent ways. For example, Jitendra and Xin (1997) examined 14 differentword-problem-solving intervention studies for both elementary and secondarystudents and discovered that all the studies reported that the variedinterventions were effective and had positive results for the students,except one. In other words, people may getlost in the virtual classroom and not be able to find their way around it. If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.

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