|
Computers and other forms of
educational technology do not operate on their own. In studies that have been
replicated in a variety of ways over the years, the teacher is a key
variable. How the teacher sets the stage and gives instructions plays a large
part in research outcomes. The title of an early article by Chris Jones
(1986) is as apropos now as then: It’s not so much the program, more what you
do with it. Piper (1986), Abraham and Liou (1991), Esling (1991) and Levy
(1991) examined student interaction at the computer; all found a substantial
effect as a result of how the teacher defined and organized the tasks for
students. It is better when learning on the computer is integrated with the
other classroom activities; the teacher can help learners see the links among
different types of tasks.
|