Vol. 15, No. 2, June 1999

The impact of LOGO on gifted children's achievement and creativity

T. Subhi

Al al-Bayt University, Jordan

Email: taisir@yahoo.com

It was hypothesised that problem solving via the Arabic logo programming environment would enhance gifted children's mathematics achievement and their creativity as measured by their performance on Torrance Tests of Creative Thinking (TTCT) and Mathematical Skills Assessment (MSA). The study findings extend previous research by indicating that problem solving via the LOGO programming environment can enhance mathematics achievement and creativity in figural, as well as verbal, domains. The evaluation of a large number of previous studies on the enhancement of creativity concluded that many of these studies have a positive effect. An implication is that computer environments may offer appropriate special provisions to meet the special needs of gifted children. In addition, this experiment provided some evidence that if gifted children work in pairs the need for teacher intervention to motivate the children is decreased. Also, if gifted children choose their own goals this increases their motivation and task commitment but might also restrict the range of mathematical ideas used.

Keywords: Creativity; Gifted children; LOGO

Journal of Computer Assisted Learning (1999), 15, 98-108 - Accepted: 1 August 1998

Coding categories to record student talk at a multimedia interface

S. Klinger

formerly, School of Education, University Cambridge

Email: shulamit@interchange.ubc.ca

Multimedia CD-ROMs carry enormous quantities of textual, video and graphical information, connected by numbers of hypertext links. With no clear, linear narrative, this mass of information can be baffling for novice users. Using case study methodology, this paper examines how pairs of first time student users navigated through a multimedia geography disc together. The students and their on-screen actions were videotaped and their discussions analysed to reveal three initial categories of talk, entitled route, function and content. These categories describe the students' overall comprehension of the content design, the functionality of the individual screen, and its relevance to the set task. In conclusion, recommendations are made for teachers wishing to introduce similar materials to their classrooms.

Keywords: Coding; Dialogue; Interactive; Multimedia; Navigation

Journal of Computer Assisted Learning (1999), 15, 109-117 - Accepted: 20 November 1998

Using technology for the competitive delivery of education services

P. Hosie & T. Mazzarol

The University of Western Australia and Curtin University of Technology, Perth

Email: phosie@ecel.uwa.edu.au

This paper considers the use of information technology as a source of competitive advantage for education service providers operating in international markets, with particular reference to Australia. It draws upon the findings of a survey of 315 education institutions in five countries engaged in the export of international education. The importance of effective use of information technology as a source of competitive advantage is highlighted. Current use of information technology within education institutions is examined and technologically mediated learning is proposed as a viable means of promoting, administering and delivering education services to international markets. In particular, the potential of the Internet to provide graduate business education is given close scrutiny. It is argued that a virtual university business faculty is economically viable in this context. Business schools are advised to invest in hardware and software applications to ensure the communications needs of their clients are met.

Keywords: Business education; Computer-mediated learning; Educational technology; Internet; World-wide Web

Journal of Computer Assisted Learning (1999), 15, 118-128 - Accepted: 1 September 1998

Learning and teaching in a synchronous collaborative environment

O. Marjanovic

Faculty of Business, Economics and Law, University of Queensland

Email: o.marjanovic@mailbox.uq.edu.au

Despite obvious domination of asynchronous collaborative technologies, especially for virtual classrooms and distance education, the work presented in this paper is based on the assumption that some students will still prefer the experience of on-campus, face-to-face collaborative learning. For those students a new synchronous collaborative environment is created by combining an innovative methodology for 'same-time, same-place' interactive learning and the technology called Group Support Systems which is designed to provide not only communication but rather computer-mediated collaboration. This paper introduces this learning methodology and illustrates its potential to improve critical thinking, problem solving and communication skills of all students who are stimulated to participate as equal learners. It also describes how teachers are transformed from 'information delivery specialists' to guides and facilitators of learning.

Keywords: Electronic collaborative learning; Group support systems; Synchronous

Journal of Computer Assisted Learning (1999), 15, 129-138 - Accepted: 21 August 1998

Publishing mathematics on the World Wide Web

M. Majewski

Dept of Mathematics & Computer Science, PNG University of Technology, Papua New Guinea

Email: majewski@iium.edu.mo

This paper shows how mathematical concepts can be displayed on World Wide Web pages. A few of the most interesting solutions are outlined although a few others are missing and a few more will be invented very soon. It is for authors' to decide which system is the most suitable for their purposes.

Keywords: Electronic publishing; Mathematics education; Web-based education

Journal of Computer Assisted Learning (1999), 15, 139-148 - Accepted: 13 October 1998

Questioning teachers about their use of portable computers

R. Phillips, M. Bailey, T. Fisher & C. Harrison

School of Education, University of Nottingham

Email: Richard.Phillips@nottingham.ac.uk

This paper analyses case studies from the 'Multimedia Portables for Teachers' pilot project where two teachers in more than 500 English schools received portable computers to use at home and at school for one year to develop confidence and competence. In-depth interviews with a representative sample of 60 of the teachers revealed a disparate range of uses that reflected teachers' needs and interests, and often were imaginative and innovative. For nearly all the teachers the project was successful on a number of criteria: they gave time and commitment, they gained confidence, they increased their number of IT (information technology) skills, and certain IT activities became a natural and regular part of their work. Gains were evident regardless of the baseline from which they were starting. Issues discussed include the use of email and WWW, prior access to computers, use by the teacher's family, the value of portability, and the relationship with colleagues. Some practical recommendations are made for future schemes of this kind.

Keywords: Electronic mail; Home; Portable computers, School; Teachers; Teacher Training

Journal of Computer Assisted Learning (1999), 15, 149-161 - Accepted: 23 October 1998

Teaching, learning and inquiry strategies using computer technology

A-Y. Chen* & C-K. Looi**

* Nanyang Technological University & ** Kent Ridge Digital Labs, Singapore

Email: cheekit@krdl.org.sg

This paper reports a case study in a Singapore school where a group of 'at risk' secondary students were given a series of linked computer-based business and consumer projects involving word processing, survey design and analysis, and presentation of results with computer graphics. There were clear benefits in terms of the group's motivation, behaviour and performance on tests, particularly in English. Both quantitative and qualitative data to support the findings are provided. The theoretical underpinnings of constructivism, collaborative inquiry and situated learning provide the conceptual framework for this case study.

Keywords: Computer technology; Teaching strategies; Curriculum innovation

Journal of Computer Assisted Learning (1999), 15, 162-172 - Accepted: 1 December 1999