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Microcomputers. Goal Eased Education Program Hardware and Software Characteristics Are Presented As They Relate Finally, Profile

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Microcomputers. Goal Eased Education Program Hardware and Software Characteristics Are Presented As They Relate Finally, Profile DOCUMENT RESUME ED 225 557 IR 010 568 AUTHOR Smith; Ronald M. TITLE Improving Instructional Management with Microcomputers. Goal eased Education Program Occasional Paper. Number 1. INSTITUTION Northwest Regional Educational Lab., Portland, Oreg. SPONS AGENCY National Inst. of Education (ED), Washington, DC. PUB DATE Dec 81 GRANT 400-80-0105 NOTE 26p. PUB TYPE Guides Non-Classroom Use (055) Reports Descriptive (141) EDRS P CE MF01/PCO2 Plus Postage. DESCRIPTORS *Computer Managed Instruction; *Computer Programs; Glossaries; *Information Sources; Media Seolection; *MiCrocomputers; Program Descriptions; Program Development; *Program Implementation ABSTRACT Many aspects of computer managed instruction(CMI) are discussed ill this paperlahich focuses on the use of computer technology to support teachers in their efforts toprovide effective instruction. The nature,of instructional management is explained and links to picrocomputer capabilities are established.Microcomputer hardware and software characteristics are presented as theyrelate 'specifically to instructional management applications. The imformation presented is designed to help teachers get startedin the use of microcomputers to supporttheir instructional programs. Finally, profiles of seven diverse CMI programs provide aglimpse of microcomputer-based ,CMI concepts in practice. This paper emphasizes generalized CMI systems, those not tied to a particular curriculum content or computer assisted instruction program. A ,glossary and a list of CMI resources with addresses areincluded. 4 4 *********************************************************,************** Reproductions supplied by EDRS are the best that can be made from the original document. **********************************************************Ic************ U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER IERICI . I talk This dolument has been reproduced as received from the person oforganitation of iginating ii Minor changes have been made to improve reproduction quality . Points ot view or opinions stated in this docu ment do not necessarily represen«,flicialme position orpollCy et, tez4.14 LMPROVING INSTRUCTIONAL MANAGEMENT WITH MICROCOMPUTERS by Ronald M. Smith J "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY M. Margaret Rogers TO THE EDUCATIDNAL RESOURCp INFORMATION CENTER (ERIC)." f ducat' 7.1S, ."-:.7 IMPROVING INSTRUCTIONAL MANAGEMENT WITH MICROCOMPUTERS by Ronald M. Smith with technical assistance from Don Holznagel OVERVIEW There are m.any educational uses of computer explored andlinks to microcomputer capabilities technology. Comter's can deliver instruction to established. Microcomputer hardware (terms in bold students (computersisted instruction) and support type are dqfined in the glossary) and software charac- school administrators as like attendance and teristics vein be presented as they relati speciAcally accounting. They may be the subject of instruction to instructional management applications. Informa- (computer literacy) or may support,teachers in their tion will be presented that is designed to hJp you efforts to provide effective instruction (computer get started in the use of computers to support your managed instruction). It is the last of these uses that instructional programs. Filially, profiles of seven is the subject of this paper. And, in the area of in- diverse CMI programs will provide a glimpse of structional management applications, the focUs will microcomputer based CMI concepts in practice. be on the use of microcomputet technologV, exclu- Throughout, the emphasis 4ill be on generalized sively. CMI systems, those not tied to a particular curricu- In the sections that follow, many aspects of com- lum contentlor computerassisted instruction pro- puter managed instruction (CMI) will be examined. gram. The nature of instructional management will be COMPUTER These,. features give meaning to the concept of corn- MANAGED puter power. The computer extends the capabilities of teachers and others to manage instruction effec- INSTRUCTION. tively. Strictly stieaking, the term "computer managed instruction is a bit of a misnomer in the context How the Computer Can Help presented in this paper. The computer does not Computers can be used to benefit in all kinds of manage instmCtion in the systems to be described instructional programs, but are especially useful, hcre. Rather, itupports the teacher in several ways' even a necessity, in highly personalized programs. tharcontribute tici effective instructional manage- There areat least four 'features of computers that rnent. It is a support tool, part of a larger instruc- make them useful in instructional management tional managemeprocess. applications. The beneficial features of computers, described above, apply to computers of any size. Tispwever, Speed of calculation and retrieval of informa- microcomputers, the smallest members of the tion computer family, have some additional characteris- Accuracy and reliability in carrying out opera- tics which Offer benefits for instructional manage- tions ment applicatAns. Capacity to maintain a large number of de- Compact. Microcomputers and their storage tailed records in an organized fashion 'and printing devices are small and lightweight, and can easily be Rlaced in a classroom or school Capacity to do repetitive tasks endlessly office near the point of use. r,- '":4.1.2..'^.4: '2; -t r>f. *.r ANorthwest Regional Educational Laboratory300 S.W. Sixth Avenue POrtland, Oregon 97204 Graphi a Color. Microcomputers'offer systems arrange to collect, manipulate and dissemi- facilities to eas ly produce-graphic displays of nate the information needed by a variety of decision information, luding color. This provides for makers. improved comunication of statistical and However, not all instructional programs are alike, other data, especially at a summary level. either in terms of complexity or information needs. Instructional management is more difficult in some Interactive. The computer languages most programs than in others. Here are two contrasting commonly used.on micros provide the opportu- examples. nity to produce programs which allow,almost conversational interaction between the com- puter program and the user. Example 1Time Based Classroom Instruction Low Cost. Microcomputers are relat vely inex- pensive and have low operating costs: Most secondary instruction takes place in the context of a course, a period of time denned by a The advantages of microcomputers suggested by grading period. The instructional cycle in a course these characteristics are that they are affordable, can is usually linked to the length of the grading be easily placed where they are to be used and can be period used in the school. under the complete control of the user for work At the start of the course some general goal scheduling and problem resolution. Furtherinore, may be stated,More often than not, no explicit programs can be simple to use, have a high degree of outcomes are presented.'What follows is like`ly to interaction and display information in communica- be a series of units designAd to teach the content, tive and meaningful Ways... of the course. Each course segment will contain Along with the advantages, however, comes the classroom activities arid some periodic or daily responsibility for things traditionally handled by assignments, which are corrected and the scores computer,. center staff such as maintenance, trouble recorded. At the end of a unit, a test is developed, shooting, problem resolution and data security. administered, scored and the sCore recorded. At Work scheduling control and convenience also, the end of a grading period, a grade is prepared accrue only if a micro is dedicated to one application and a report card completed. The cycle comes to area such as instructional management, avoiding an end. use for a variety of application4. In the period of a nine or ten week c se, 'many The Benefits of CMI for Teaching. instructional management tasks pmst ticornplet- and Learning ed. However, the decision making problt is rela- tively straightforward. Information is colleted, Computer power, especially as expressed in the stored and summarized suthat a decision abput a Inicrocom.uter, can improve instructional manage- grade can be made at the end of the marking'period. ment. It cZ help teachers and others make better The goals, materials, sequence of activities, §ttident more accurate, timely and learner resPonsivedeci- groupings and tests are thrgely pre-pthnned fotAhe sions. The overall effect of the computer, group. Many decision problems are avoided in Whole bedded in an effective instructional program, group classrooms. But, often, Opportunities to pto- s ould be better studerit achievement. The potential mote thorough learning are also missed. is great. Dimensions 6f Instructional Example 2Masiery Based- Management Classroom Instruction While instruction has many dimensions, nage- A relatively new approach to instruction called ment is surely one of the mist important. Instruc- mastery learning works like this. The content of tional management is the process that controls the a course of study is divided into unitseach with content, context, duration and pace of instructional objectives, activities and tests. Units typically events: Its purpose is to promote thorough,.efficient last two or three weeks. The unit defines the learning. Teachers manage instruction as one of length of one instructional cycle. At the start of a their
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