Term Paper on "Computers in the Classroom"

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Computers Classroom

An Analysis of the Benefits of Computers in the Classroom at the Elementary School Level: A Qualitative Study

The purpose of this paper is to examine computers in the classroom, particularly to determine whether or not computers in the classroom facilitate more rapid learning at the elementary school level. As technology continues to change the manner in which society operates, more and more technology is being adopted in non-traditional settings, including the classroom. Up until recently computers and technology were not yet widely adopted at all levels of the educational setting, particularly at the elementary level (Collis, et. al 1996). However more and more computers are being introduced even to children at the pre-school level (Collis, et. al, 1996) thus analysis of the potential uses and benefits of computers is warranted.

This research will help discover the extent to which computers are being successfully and beneficially integrated if at all, within the elementary school setting.

Specifically the research will attempt to answer the following research questions:

Have teaching and learning changed in a positive way as a result of increases in computer usage in the school, particularly at the elementary level.

Are student perceptions of learning more positive as a result of computer usage in the classroom.

Background of the Problem

There are many computer programs that have been specifically developed with young children in mind, and particularly for the classroom setting; these programs are geared toward enhanci

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ng creativity, cognition and basic elementary skills including the three R's, reading, writing and arithmetic (Collis, et. al, 1996; Bracey, 1984). Few studies have been conducted however of children with regard to their perceptions of the efficacy of such programs or computers in general (Collis, et. al, 1996).. This research therefore aims to fill the gap that currently exists in the literature with regard to computer usage in the classroom.

Significance of the Study

As computers continue to be integrated into the classroom at earlier and earlier stages, it is vital that teachers and education administrators analyze the efficacy and usefulness of such integration. Introducing technology into the classroom level at any age increases the costs associated with learning, and the burden placed on educators to adopt and learn new technologies; because of this it is important to assess whether or not integration of computers is worth the expense and time necessary to implement their usage.

Literature Review

Technology in the Classroom

Lomick (2003) points out that the use of technology integration in the elementary setting through the 1990s was still in the infancy stages, thus adequate data during this time is not abundant. However, Cuban (1993) notes that within the elementary setting, computers can be used during free activity times, and states that during this time students are able to choose from multiple activities offered at various learning centers. Computers according to Cuban's research showed however that computer usage at the elementary level was less important than cultivating "social, civic and academic values in children" (Lomicka, 2003:42) and found that more traditional methods of instruction are still very effective.

At the high school level computers have been used primarily for word processing (Lomicka, 2003). Even at the elementary school many believe that computers are best used for word processing functions and writing classes (O'Sullivan, 1993). O'Sullivan goes on to argue however that the practice of computer usage in the elementary setting can be beneficial if simple software is used and if simple procedures are adopted, suggesting that students might benefit from computers by using them to practice the English language and enhance reading and writing skills (O'Sullivan, 1993).

Computers at the Elementary Level

Though many years apart both Cuban's studies and Lomick's argue that computers may not necessarily be worth their investment at least at the elementary level, where traditional modes of teaching are still the primary modus of learning and still the best way to help educate young children on key topics for their age group.

Other studies show that teachers using computers in the classroom setting at the elementary level do not change their existing practice because of the presence of computers, which suggest that computers in the classroom don't actually change the way teachers teach or necessarily the way that students learn (Lomicka, 2003; Sandholtz, Ringstaff & Dwyer, 1997).

Still other research suggests however that computers may be beneficial in teaching English as a second language in the classroom (Liu, Moore, Graham & Lee, 2002). In this respect computers can be used as a tool for communication and learning, and as a tool for sharing intercultural learning communities (Lomicka, 2003). There is adequate evidence suggesting that computers in the classroom may foster intercultural communication between international communities, and between classrooms in the United States and abroad (Lomicka, 2003; Liu, Moore, Graham & Lee, 2002). Such work is referred to as 'telecollaborative' and may be a beneficial avenue of exploration for computer usage in the classroom in the future (Lomicka, 2003).

Gluck (2001) points out that smaller handheld computers might actually be more beneficial in the classroom setting that traditional versions, particularly for high school students and beyond. He suggests that students will be better equipped to streamline data collection processes and analyze and reflect on material if they had access to portable information as a handheld might allow, particularly with respect to science and mathematical related studies in the classroom.

Still there are many researchers that believe that computers in the educational setting are capable of "having significant effects on the developing child" (Collis et. al, 1996:43). These same researchers however acknowledge that it is difficult to measure the extent to which computers are beneficial, because there are many inter-related variables that must be considered in the process including how effectively teachers integrate computer use into a meaningful learning experience for the child (Collis, et. al, 1996).

Computer use in the schools is also impacted by a number of factors including the social interaction a teacher has with students (Collis, et. al, 1996).

There is some evidence that suggests that computer usage at a young age may cause students to believe that the computers are "playmates and toys" rather than educational devices (Collis, et. al, 1996; Genishi, McCollum & Strand, 1985).

Notar, Wilson & Yunker (2003) point out that advancements in technology have changed the way educators function, and conducted a study to investigate how computers were used at the elementary school by both teachers and students. Their results indicated that at the elementary level teachers reported only limited use of computers in the classroom, and teachers used computers primarily as a desktop application for organization of materials (Notar, Wilson & Yunker, 2003). The researchers comment that this lack of usage is due primarily to the fact that teachers tend to teach the way they were taught, suggesting that if computers are to be adopted effectively in the elementary setting than the manner in which teachers 'teach' must be modified.

Methods case study qualitative methodology will be adopted for purposes of this study. There is evidence suggesting that case study analysis remains "indispensable to the progress of the social sciences" allowing researchers the opportunity to study social phenomena and practices relatively inexpensively (Feagin, Orum & Sjoberg, 1991). The case study also allows collection of observations and interpretation of data without necessitating large population surveys or census.

A case study is a multi-faceted investigation of a single phenomenon, conducted in detail and requires that the nature of a given phenomenon is examined within a comparative framework, but is also seen as part of a broader phenomenon and part of a larger subject as a whole (Yin, 1984; Feagin, Orum & Sjoberg, 1991).

Settings/Subjects

For purposes of the field research a small classroom in an urban public elementary school. Specifically the classroom will consist of fifteen pupils studying language arts. The students selected for this study will be at the fifth grade level.

Data Collection

The primary research will be collected via observation. The researcher will sit in the classroom for two hours per day for a period of four days to assess the extent to which computers are used in the classroom. In addition the researcher will develop a questionnaire to disperse to the teachers in the elementary school to assess their opinions regarding the benefits of computer usage in the classroom. This information will be compared to information gathered from personal interviews with the students. Students will be divided into groups of five and interviewed to determine their perceptions regarding computer usage and the benefits of computer use in the classroom environment.

Results

The information gathered from the literature review suggests that there is little concrete evidence to suggest that teachers at the elementary level are benefiting from use of computers in the classroom. As Notar, Wilson & Yunker (2003) point out, a majority of teachers at this level use computers for desktop organization primarily rather than as an instructional application.

This despite evidence suggesting that a variety of applications are being developed that are directed specifically… READ MORE

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Quoted Instructions for "Computers in the Classroom" Assignment:

“

Need a Qualitative Research paper on the topic of Computers in the Classroom. The topic is flexible but it must be a Qualitative research paper dealing with an educational issue and I would prefer something computer related. The overall topic must be fairly broad and non-specific.

Must have an introduction telling the reader what you are writing about and why it is of interest. Also explain why it is important to educators, to education, and to students.

Must have a Literature Review section discussing the research literature (sources.) This can not be a simple restatement of the sources, it must be a discussion of them.

Must have Procedures for Data Collection section describing a Qualitative Research method (grounded theory, case study, ethnography, or phenomenology.) Describe the method chosen and why it was chosen. Describe the setting and the subjects, the techniques (interviews, surveys, oberservation, etc.) used in collecting the data, describe the data, and provide any other info that may help evaluate the nature of the subject.

Needs Data Analysis section that ties into the introduction and describes themes that emerged from the research. Use themes as subtopics to deal with what the subjects told you in their own words in matters pertaining to the process, issue, and problems that they deal with. The data analysis section must convince reader of the plausability of the paper. Quoting subjects and short sections from field notes help do this.

Each subheading (theme) should have a beginning a middle and an end. The Beginning explains how the theme emerged. The middle is evidence from the words of the participants, and the end is the connection between that theme/subheading to the next one.

Tell the reader what was found and provide details to support that finding and clearly illustrate the theories upon which the interpretations are grounded.

Needs conclusion section that restates and reviews the argument. Link study to larger context of schooling, education, and society.

Moderate use of pronouns such as "I" and "We" is accepatable.

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