Vol. 11, No. 2, June 1995

Teachers' use of software for pupils with specific learning difficulties

H. Sepehr and D. Harris, Department of Education, Brunel University

Abstract Previous research in the USA suggests that teachers use mainly drill and practice software programs to support reading problems for pupils with specific learning difficulties (SpLDs). More recently, holistic and active learning approaches have led to wider use of content free software. A small scale study was undertaken to explore teacher's use of software in supporting pupils' learning. The approach used questionnaires for 56 teachers and interviews for nine of those teachers who had responded. The teaching approach used by teachers was related to the type of software that they used (64 programs were identified). The software was categorised into 'drill and practice' and 'framework' groups. The teachers who used whole book approaches to teaching preferred framework software. Teachers using structured approaches made more use of drill and practice software but also used framework software.

Keywords Software; Special educational needs; Teacher use.

Equality and CAL in Higher Education

M.S. Henry* and J.Rafferty** ctisoc@forth.stirling.ac.uk
* Dept of Applied Social Science, University of Stirling
** Dept of Social Work Studies, University of Southampton

Abstract Information technology is being heralded both as a liberating force and as the answer to the increasing demands of higher education. To date, however, there has not been an analysis of the equitable implications for higher education. Indeed, many institutions are unaware of the direct application of their own equal opportunity policies to the expanding role of IT in higher education. The authors suggest that by linking equal opportunity policies to the implementation of computer-assisted learning, higher education will be better placed to provide a higher quality of learning to a more diverse range of students.

Keywords Computer-assisted learning; Equal opportunities; Information Technology; Higher education

Integrating CAL into the organisational context as an instructional design task

M. Kerres, Faculty for Mediainformatics, Fachhochschule Furtwangen kerres@fh-furtwangen.de ,

Abstract The development of applications for CAL relate to three levels of instructional design: a micro-level, the design of media- components; a meso-level, the choice and formulation of an instructional method and a macro-level, the integration of CAL into the social context of learning. Whereas the first two levels have gained much attention the third aspect has been neglected in research so far. At this level the compatibility of instructional technology and the content and organisational structure of the learning has to be analysed. One aspect refers to the mostly implicit concepts for implementing CAL in organisations: CAL is viewed as either a substitute, an enrichment or as an organisational innovation. Problems contained in each of these concepts in corporate training are discussed.

Keywords Corporate training; Instructional design; Instructional technology; Learning environment; Organisation of learning.

Teachers perceptions of the availability of computer hardware

P. Andrews, Faculty of Community Studies, Law and Education, The Manchester Metropolitan University

Abstract Mathematics teachers in 40 secondary schools in the Greater Manchester region were sent questionnaires asking them, amongst other things, to comment on the availability of various forms of computer hardware for use in their teaching of mathematics. Seventy-five replies were received and analysed. In respect of a single computer in a classroom õ a provision which teachers seem to see as being of little benefit õ most believe they can achieve bookable access although spontaneous availability is unlikely for all but a minority. For computer suites õ the more favoured provision õ even booking in advance guarantees access for less than half of all teachers with spontaneous access granted to less than one teacher in ten. Some implications of these findings and possible ways forward are discussed.

Keywords Computer hardware; Mathematics; Secondary education; Teachers' perceptions.

What goes on in school-based ITT?

J. Collison and D. Murray, The Unit for Applied Research and Education Department, University College of St Martin

Abstract Initial Teacher Training (ITT) is destined to become more, perhaps entirely, school-based. Teacher competence with IT is still being developed. How might this lack in competence impact on trainee teachers learning to use IT in school? This paper considers the classroom experiences of trainee teachers following an early years, school-based BA (QTS) degree. Working in pairs the trainees undertook a range of IT work that was planned to exploit cross-curricular links. Observations of their work in school and recordings of class teacher/trainee conversations are used to describe the reality of school-based ITT. The data suggest that the value of the school-based work is largely restricted to that of planning for, and doing, in a specific context. There is little evidence that the class teachers are able to act as mentors for the trainee's IT work. This could have serious consequences for the IT competence of the future teaching profession.

Keywords Information technology; Initial teacher training; Primary schools; Teacher mentors.

Pre-course IT skills of teacher trainees: a longitudinal study

B. Liénard, Institute of Education, University of London*

Abstract Data descriptive of the prior IT experience of Post Graduate Certificate in Education (PGCE) students for the academic years 1992/3 and 1993/4 are presented, together with data previously reported for students during academic years 1989/90 and 1991/2. Longitudinal trends over a period of 5 years from a total of over 2500 students are examined. The implications for IT training provision within initial teacher training courses are considered in the light of these findings. A simple numerical measure of prior IT use is developed which has been used to inform tutors of their students' prior experience and pinpoint those in need of differentiated IT training during their course.

Keywords Information technology; Initial teacher training; Training priorities