Thesis on "Developing With Others in School and the Community"

Thesis 4 pages (1338 words) Sources: 3 Style: APA

[EXCERPT] . . . .

School & Community

The use of computer technology in classrooms is generally perceived to be beneficial. One of the arguments for this is that it shifts teacher and student roles in a way that enhances learning. With the teacher acting as facilitator rather than lecturer, students may be more likely to be active in the learning process. Studies show that in classrooms using software technology, individual students make many more responses than in traditional classes where only the student called by the teacher has the opportunity to answer a question (Worthen et al., 1994 & Schofield and Verban, 1988, in Dynarski et al., 2007). The positive effect of computer-based instruction is generally apparent in reading and mathematics, two of the most important skills learned in school (Kulik, 1994; Rouse & Krueger, 2004; and Morgan & Ritter, in Dynarski et al., 2007).

In terms of school-context levels of organization (Figure 1), computer-aided learning falls under academic work and instruction (Level 1), which is the very heart of school. Here lies the content of the curriculum and the design of instruction, both of which regulate student attention, interest, cognitive effort, and motivation (Eccles & Roeser, 1998). However, the school experience is not just about academic tasks and is in fact, influenced by other succeeding levels of organization, which in turn interact in many ways that shape the daily experiences of students and teachers (Eccles & Roeser, 1998). For instance, teacher and school-level influences could be significant factors in students' performance in computer technology-assisted learning, as will be explained later in this paper.



Computer programs and software designed for classroom use must be able to model some important features in order to positively impact students at the first contextual level. To promote effort, learning interest, and achievement among children, the design of a curriculum must challenge students in a level-appropriate manner; require the use of diverse cognitive skills; and structured in a way that lessons build up systematically, using multiple approaches to problem solving and teaching specific strategies that assist in learning (Eccles & Roeser, 1998).

One computer-based instructional solution that has gained wide acceptance and recognition across many American schools is the "Cognitive Tutor" developed by Carnegie psychologists and programmers (Ritter et al., 2007). The "tutors" are based on cognitive models of learning that take the form of computer simulations that "solve" problems like a student. Incorporated in the Cognitive Tutor are the two knowledge components --declarative and procedural -- imbedded in the instruction, and as the student tackles the problem himself, the tutor is able to track his step-by-step solution, identify strengths and weaknesses, and provide tailor-made, just-in-time instruction (Ritter et al., 2007, Koedinger, 1996). Students work on a concept until it is fully understood; otherwise they will be drilled on in that area. Those who have mastered the concept move on to the other areas (Ritter et al., 2007).

Since the Cognitive Tutor is highly individualized, it directs instruction to where it is still needed by the student, thereby ensuring that learning time is spent more efficiently. The tutor also ensures that learning progresses systematically, gradually building up to accommodate the student's level of mastery. Further, it understands the many ways a problem can be solved by different students and directs them to refine their method using the strategies imbedded in the program. All these elements seem to make the Cognitive Tutor an "ideal" instructional tool and many studies give credence to the benefits of using the program in classrooms.

The dramatic success of the Cognitive Tutor -- especially in Mathematics -- is well documented. Various literature report benefits like improved student achievement in several standardized tests, improved levels of understanding, greater confidence in mathematics, and increased student engagement in the learning process (Schneyderman, 2001; Koedinger et al., 1997; Morgan and Ritter, 2002; National Research Council, 2003; and Sarkis, 2004 in Ritter et al., 2007). Most of the success stories are among high school students studying Algebra and Geometry, post-secondary students doing pre-Calculus, and college students taking… READ MORE

How to Reference "Developing With Others in School and the Community" Thesis in a Bibliography

Related Thesis Papers:

Community Investment Lack of Investment in Education Essay

Community Investment

Lack of Investment in Education and Community Degradation: Why Many Social Problems Persist

There are many different expenses that a community must make sure are met in order… read more

Essay 5 pages (1368 words) Sources: 2 Topic: Education / Teaching / Learning

---

School Restructure Term Paper

School Restructure

The school statistics are academically unacceptable despite the presence of 40 experienced teachers. The school has 600 students with 40% being minorities. There are elements of low middle… read more

Term Paper 5 pages (1465 words) Sources: 0 Topic: Education / Teaching / Learning

---

Community Partnership Term Paper

Community Partnership

The notion that the community has a role to play in the education of youth is long standing in United States. From Dewey's concept of community schools at… read more

Term Paper 13 pages (4669 words) Sources: 1+ Topic: Education / Teaching / Learning

---

Community Resources and Education When One Thinks Essay

Community Resources and Education

When one thinks of educational reform, people think of what teachers, principals, and other educators can do for students. However, the reality is that educators can… read more

Essay 7 pages (2749 words) Sources: 5 Topic: Child Development / Youth / Teens

---

School Scenario Formal Response Letter Essay

School Scenario

Formal Response Letter to Mrs. Robertson

Mrs. Dorothy Robertson

2214 Elm Street, Trenton, NJ 08603

Robert Gonzales, Principal, Middle Fork Middle School

Rationale for why the principal said… read more

Essay 4 pages (1339 words) Sources: 2 Topic: Education / Teaching / Learning

---

View 100+ more related papers  >>