The Effect of Mode of CAI and Individual Learning Differences on the Understanding of Concept Relationships

Paul McD. Rowland

The effect of mode of computer-assisted instruction (CAI) and individual learning differences on the learning of science concepts was investigated. University elementary education majors learned about home energy use from either a computer...

Matching Mode of CAI to Cognitive Style: An Exploratory Study

Paul Rowland; Carol L. Stuessy

Journal of Computers in Mathematics and Science Teaching Vol. 7, No. 4 (1988) pp. 36–40

Examines the interaction between mode of computer assisted instruction and cognitive style on the understanding of concept relationships and mastery of factual information. Finds learners are more effective when matched to the appropriate mode of...

Effects of Modes of Computer-Assisted Instruction on Conceptual Understanding and Achievement of College Students Exhibiting Individual Differences in Learning: A Pilot Study

Paul Rowland; Carol L. Stuessy

The purpose of this study was to determine the effects of two modes of computer-assisted instruction, simulation and tutorial, upon the ability of preservice elementary teachers to understand relationships between a number of concepts dealing with...

Advantages of Micro-Based Labs: Electronic Data Acquisition, Computerized Graphing, or Both?

Carol L. Stuessy; Paul M. Rowland

Journal of Computers in Mathematics and Science Teaching Vol. 8, No. 3 (1989) pp. 18–21

Discusses a microcomputer-based laboratory (MBL) study (n=75) which uses multiple temperature gathering devices (mercury thermometer, digital thermometer, and computer probe) and graphing methods (hand graphs, delayed computer graphs, and real-time...

Technology in Arizona: A Summary of the Report to the Arizona Board of Regents

Jennifer LeCrone; Gary Tucker; Elizabeth M. Willis; Penelope Wong; Paul Rowland

Society for Information Technology & Teacher Education International Conference 2001 (2001) pp. 2459–2464

The significance of technology in today's society is self-evident. What is less clear is how to ensure that today's children, the workforce of the future, will have the technological literacy and skills to successfully function and support our...

Topics: Learning Objects, Schools

The International Handbook Summit Call to Action for Learning with Technology in the 21st Century: Next Steps, Part 2

Joke Voogt; Gerald Knezek; Chris Dede; Paul Resta; Mike Searson; Ann Thompson; Therese Laferriere; David Gibson; Margaret Riel; Renate Schulz-Zander; Rhonda Christensen; Kwok Wing Lai; Niki Davis; Rowland Baker; Ian Gibson; Don Knezek

Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 2413–2415

The International Handbook of Information Technology in Primary and Secondary Education (Voogt & Knezek, 2008) provides researchers, policy makers and practitioners with an integrated and detailed overview of this complex field. One of the important ...